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All Journal Jurnal Pelita PAUD Jambura Elementary Education Journal Jurnal Review Pendidikan dan Pengajaran (JRPP) PEDAGOGIKA Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat Kalam Cendekia: Jurnal Ilmiah Kependidikan JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Room of Civil Society Development Pandawa : Pusat Publikasi Hasil Pengabdian Masyarakat Faedah: Jurnal Hasil Kegiatan Pengabdian Masyarakat Indonesia Khirani: Jurnal Pendidikan Anak Usia Dini Student Journal of Early Childhood Education Civic Education Law and Humaniora : Jurnal Pengabdian Masyarakat Terintegrasi Pratama Widya: Jurnal Pendidikan Anak Usia Dini Kesejahteraan Bersama : Jurnal Pengabdian dan Keberlanjutan Masyarakat Inovasi Sosial: Jurnal Pengabdian Masyarakat Jurnal Pelita PAUD Room of Civil Social Development Inovasi Pendidikan dan Anak Usia Dini Aksi Kita: Jurnal Pengabdian Kepada Masyarakat Jurnal Riset Golden Age PAUD UHO Servitia: Journal of Community Service and Engagement Jurnal Pendidikan dan Sastra Inggris Ichigo : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Jurnal Pendidikan Bahasa dan Anak Usia Dini
Ningsih, Sulastya
Universitas Negeri Gorontalo
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Public Health Social Sciences Transportation Other

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Hubungan Kualitas Pelayanan Bermain Terhadap Perkembangan Sosial Emosional Anak di TK Negeri Pembina Kec. Kota Tengah Tiansi Mustapa; Nuraini S. Lawadjo; Faujia Polamolo; Wanda Ayu Lestari; Sulastya Ningsih
ICHIGO: Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 2 No. 2 (2025): Desember : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69903/ichigo.v2i2.58

Abstract

Play activities hold an essential role in early childhood learning because they allow children to recognize different emotions, understand social rules, and develop interaction skills with those around them. This study aims to examine the relationship between the quality of play services and the social–emotional development of children aged 5–6 years at TK Negeri Pembina, Kecamatan Kota Tengah. The research employed a quantitative approach with a descriptive correlational design. A total of 14 children from Group B were selected as participants, and data were collected through direct observations during play activities as well as questionnaires completed by parents. The findings indicate that the quality of play services is categorized as good, with an average score of 23.8. Meanwhile, the children’s social–emotional development is categorized as very good, with an average score of 37.4. These results suggest that the play services provided by the school have a positive impact on children’s social and emotional growth. However, further improvements in the quality of play services are still needed to ensure more optimal stimulation. Overall, the study highlights that well-designed play services significantly contribute to supporting early childhood social–emotional development.  
Pengaruh Kegiatan Bermain terhadap Kemandirian Anak di TK Negeri Pembina Kecamatan Kota Utara Gorontlo Siti Fadila Rajulali; Elsya Usman; Putri Desriyanti Ahmad; Wintriyanti Sanawali; Sulastya Ningsih
ICHIGO: Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 2 No. 2 (2025): Desember : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69903/ichigo.v2i2.59

Abstract

This study was conducted to identify the extent to which play activities influence the independence of group B children aged 4–6 years at Pembina State Kindergarten, North Kota District. The method used was a quantitative approach with an experimental design, involving 15 children as samples. Data collection was carried out through observation, questionnaires, and documentation, then analyzed using descriptive statistics and simple linear regression tests. The results of the study showed that play activities have a significant impact on increasing children's independence. Various forms of play such as obstacle courses, writing along the lines, and free play provide opportunities for children to manage themselves, make simple decisions, demonstrate responsibility, and try new challenges. Aspects of social independence were also seen to develop through children's abilities to share, cooperate, and tidy up play equipment. These findings confirm that play activities are not merely recreational activities, but also effective learning tools to support the development of early childhood independence. Therefore, play activities are worthy of being implemented as a meaningful learning strategy in increasing children's independence in a kindergarten environment.  
THE EFFECT OF THE STEM APPROACH THROUGH DIFFERENTIATIONAL LEARNING ON EMOTIONAL ABILITIES OF CHILDREN AGED 5–6 YEARS QUASI-EXPERIMENTAL STUDY Ningsih, Sulastya; MM Sodik, Nurul Aini; M Sumirat, Elva; Indrawati, Ni Putu Vivin
PRATAMA WIDYA : Jurnal Pendidikan Anak Usia Dini Vol 11 No 1 (2026): Pratama Widya April 2026
Publisher : UHN I GUSTI BAGUS SUGRIWA DENPASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pw.v11i1.6048

Abstract

This study aims to analyze the influence of implementing a STEM approach through learning differentiation on children's emotional abilities aged 5–6 years. Research uses a quantitative, quasi-experimental, nonequivalent control-group design. Subjects, 20 children in total, were divided into experimental and control groups. Data collected through observation and the structured use of the instrument to assess emotional ability, including four aspects: introduction to emotions, self-control, empathy, and expression of positive emotions. Data analysis was carried out using paired t-test, independent t-test, and gain score analysis. Research results show that both groups demonstrate significant emotional ability (p < 0.05), and the improvement in the experimental group is greater than in the control group. The average posttest score in the experimental group was 72.3, while the average score in the control group was 55.0. The effect size value (Cohen's d) of 4.91 indicates that the intervention has a very strong influence. Findings show that learning STEM-based skills through a differentiation approach is effective in developing children's abilities at an early age. Approach: This provides experience, challenging, collaborative, and adaptive learning, thereby supporting optimal development of regulation, emotions, and empathy in children.
Membangun Kolaborasi Kepemimpinan Guru dan Orang Tua untuk Menjadi Role Model Karakter Anak Usia Dini Sulastya Ningsih
Civic Education Law and Humaniora : Jurnal Pengabdian Masyarakat Terintegrasi Vol 4 No 1 May 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/celara.v4i1.36378

Abstract

Early childhood character building requires strong collaboration between teachers and parents. Yet, many parents still delegate all educational responsibility to schools, leading to a lack of continuity in the process of instilling values. The "Building Collaborative Leadership Between Teachers and Parents to Become Role Models for Early Childhood Character" activity was conducted to enhance understanding of the roles of both parties in providing consistent role models for children. Through initial observations, panel presentations, and interactive discussions, findings revealed that a lack of parental involvement impacts children's social and emotional development, including emotional control, discipline, and learning motivation. The results of the activity indicate that strong leadership collaboration, harmonious communication, and behavioral consistency between home and school can strengthen children's character and create a more positive, nurturing environment that supports their optimal development. 
Akselerasi Kesiapan Membaca: Pelatihan Mengenal Dua Suku Kata Melalui Media Visual di PAUD An-Nisa Siti Alisyah Mohu; Nunung Suryana Jamin; Icam Sutisna; Sulastya Ningsih; Sri Indrawati Zakaria; Nur Salsabila Amara; Salwa Djailolo
Journal of Community Service and Engagement Vol 2 No 1 (2026): August: Servitia: Journal of Community Service and Engagement
Publisher : CV SCRIPTA INTELEKTUAL MANDIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65310/4t5jxd05

Abstract

Early literacy readiness is a fundamental foundation for children's language development and future academic success. This community service program aimed to accelerate reading readiness through two-syllable word recognition training using visual media at PAUD An-Nisa, Gorontalo City. The activity involved children aged 4–5 years and adopted a participatory learning through play approach supported by word cards and familiar object illustrations. Data were collected through participatory observation focusing on word recognition, picture-word matching, verbal responses, learning engagement, and the level of assistance required during activities. The findings revealed improvements in children's ability to recognize and pronounce two-syllable words, connect written symbols with visual representations, and participate actively in learning tasks. High levels of enthusiasm, concentration, and verbal interaction were consistently observed throughout the program. Individualized scaffolding also facilitated broader participation and supported the development of learning independence. The integration of visual media, play-based learning, and differentiated support effectively strengthened early reading readiness among young children.
Efektivitas Penggunaan Video Pembelajaran untuk Kemampuan Membaca Anak Usia 5-6 Tahun di TK Irama Jaya Ulapato A Kecamatan Telaga Biru Kabupaten Gorontalo Siti Magfirah Garusu; Pupung Puspita Ardini; Sulastya Ningsih
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 1 No. 4 (2025): Juli : Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v1i4.144

Abstract

In addition to the positive findings regarding the effectiveness of instructional videos in enhancing reading skills, this study also highlights the importance of integrating technology into early childhood education. The use of instructional videos provides an engaging and interactive learning experience for children, making the learning process more enjoyable and effective. Children at TK Irama Jaya were able to visualize and connect sounds with letters and words, which is a crucial aspect of developing reading skills at an early age. Furthermore, the study reveals that instructional videos cater to different learning styles, allowing children to absorb information through auditory and visual channels. This multisensory approach enhances retention and understanding, especially for young learners who are just beginning to master reading. The videos also offer repetition and consistency, allowing children to revisit lessons at their own pace, thus reinforcing their learning process. The improvement observed in the post-test scores suggests that instructional videos can serve as a valuable tool in early childhood education, complementing traditional teaching methods. However, the study also indicates that while instructional videos are beneficial, they should be used in conjunction with other pedagogical techniques, such as interactive reading activities and teacher-guided lessons, to maximize learning outcomes. It is recommended that other schools, particularly those in remote or underserved areas, consider incorporating instructional videos into their teaching practices. The accessibility and cost-effectiveness of these videos make them an ideal resource for improving the quality of education in early childhood settings. Further research could explore the long-term effects of instructional videos on reading fluency and other areas of early literacy development.
Pengaruh Metode Demonstrasi terhadap Kemampuan Interaksi Sosial pada Anak Kelompok B di TK Negeri Lebiti, Kecamatan Togean, Kabupaten Tojo Una-Una, Sulawesi Tengah Nurhijrah Ladiku; Nunung Suryana Jamin; Sulastya Ningsih
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 1 No. 5 (2025): September: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v1i5.151

Abstract

This study was conducted at TK Negeri Lebiti, Togean District, Tojo Una-una Regency, Central Sulawesi, with the aim of determining the effect of the demonstration method on the social interaction skills of early childhood students. The background of this research is based on the importance of developing children’s social abilities from an early age through learning activities that involve direct participation and interaction. The main problem examined in this study is whether the demonstration method significantly influences the improvement of children’s social interaction skills. This research employed a quantitative approach with a quasi-experimental design. The sample consisted of two classes of children aged 4–6 years, comprising 12 children in the experimental class and 20 children in the control class, making a total of 32 participants. The experimental class was taught using the demonstration method, while the control class used conventional learning methods. Data were collected through observation and assessment of children’s social behaviors during learning activities. The collected data were analyzed using statistical techniques to test the research hypothesis. The findings are expected to provide empirical evidence regarding the effectiveness of the demonstration method in improving children’s social interaction skills within the context of early childhood education.
Hubungan Stimulasi Bahasa oleh Orang Tua terhadap Kemampuan Berbicara Anak Usia Dini di TK Dahlia Tapa Sulastya Ningsih; Fidya Fidya; Dekfi Rajak; Abel Tombokan; Moh Bintang Dwi Putra; Amelia Putri Tahir
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 7 No. 2 (2026): Ta'rim: Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v7i2.3131

Abstract

This study aims to determine the effect of parental language stimulation on the speech skills of early childhood children at Dahlia Tapa Kindergarten. Speaking skills are a crucial aspect of children's language development, influenced by the quality of parental interaction and communication. This study used a quantitative approach with a correlational method. The study population was all early childhood children at Dahlia Tapa Kindergarten and their parents, with a sample size of 30 respondents. Data collection techniques included a questionnaire to measure parental language stimulation and an observation sheet to measure children's speech skills. Data were analyzed using descriptive statistics and simple regression. The results showed that parental language stimulation had a positive and significant effect on early childhood speech skills, with a correlation coefficient of 0.742 and a coefficient of determination of 55.1%. These findings suggest that the better the parental language stimulation, the better the children's speech skills. Therefore, active parental involvement is essential in supporting children's language development from an early age.
Hubungan Motivasi Belajar terhadap Kemampuan Membaca Siswa di SDN 5 Kabila Bone Sulastya Ningsih; Mia Nur Ara; Sri Cindi Patuti; Dewi Fitriani; Adelia Putri Abas; Deliyawati Hairi; Elvian Bakari
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 7 No. 2 (2026): Ta'rim: Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v7i2.3134

Abstract

This study aimed to determine the effect of learning motivation on students' reading ability at SDN 5 Kabila Bone. The research employed a quantitative approach with a correlational design. The participants consisted of 30 first- and second-grade students selected through total sampling. Data were collected through learning motivation questionnaires, reading ability tests, and classroom observations conducted during the learning process. The results showed that the majority of students had a high level of learning motivation (60%), while 50% demonstrated good reading ability. Statistical analysis revealed a strong positive relationship between learning motivation and reading ability, with a Pearson correlation coefficient of 0.72. Furthermore, the coefficient of determination (R²) of 0.52 indicated that learning motivation contributed 52% to students' reading ability, while the remaining 48% was influenced by other factors, such as parental support and the quality of the learning environment. Students with higher learning motivation tended to read more fluently, comprehend reading materials better, and demonstrate greater confidence during learning activities. The hypothesis testing also confirmed that the relationship was statistically significant at the 0.05 significance level. Therefore, it can be concluded that learning motivation has a positive and significant effect on students' reading ability at SDN 5 Kabila Bone. These findings highlight the importance of collaboration among teachers, parents, and schools in fostering students' learning motivation to enhance their reading skills effectively.
Tinjauan Pustaka: Literasi Dasar pada Siswa Kelas 1 Sekolah Dasar melalui Pembelajaran Membaca Permulaan Dea Prananda; Sahrini Amir; Nur Jelita Lauli; Sulastya Ningsih
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 7 No. 2 (2026): Ta'rim: Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v7i2.3135

Abstract

Basic literacy serves as the cornerstone of academic success; however, beginning reading skills among first-grade elementary school students remain notably underdeveloped. This study aims to examine how beginning reading instruction contributes to basic literacy and to identify key factors that support its success. A Systematic Literature Review (SLR) employing a qualitative descriptive approach was utilized. Data were sourced from three national journals, retrieved through Google Scholar using keywords such as basic literacy, beginning reading, and first-grade elementary students. From 20 initially identified articles, four met the inclusion criteria and were analyzed using content analysis techniques. Findings indicate that students face challenges in letter recognition, distinguishing similar-shaped letters, and combining syllables, attributed to internal factors (e.g., low motivation and cognitive limitations) and external factors (e.g., monotonous teaching methods and insufficient parental involvement). Various interventions proved effective: the Picture Word Inductive (PWI) model increased reading skills from 69% to 86%; picture card media raised early reading abilities from 30.83% to 91.6%; and the digital Mora Game demonstrated high effectiveness with an N-Gain score of 73.35%. Successful literacy depends on engaging media, child-centered approaches, collaborative support from teachers and parents, and the wise pedagogical use of technology. Early intervention is crucial to preventing persistent reading difficulties and establishing a robust academic foundation for students.
Co-Authors Abel Tombokan Adelia Putri Abas Adi Atmoko Adita Putri Rauf Aina Nurdiyanti Aini Nurul Amelia Putri Tahir Andi Marshanawiah Anisa Putri Rahim Annisa Fahmi Mannassai Ardiansyah ARDIANSYAH ARDIANSYAH Asma Y. Latif Astri Latarima Astri Latarima Asya Anggraini Langindara Bambang Budi Wiyono Bangol, Mega Permatasari Dea Lamaduno Dea Prananda Dekfi Rajak Deliyawati Hairi Delsi D. Gobel DEWI FITRIANI Djamin, Nunung Suryana Elsya Usman Elva M Sumirat Elvian Bakari Fatmawati Ake Faujia Polamolo Febritesna Nuraini Fidya Fidya Fiola Indah Putri Pratama Fiola Indah Putri Pratama Fitra Mulyani Abdullah Fitriah Suryani Jamin Fitriyani Muharam Gilano, Fazia Salsabila Gracia Aulianza Puluhulawa I Putu Darmayasa Ibrahim Icam Sutisna Indrawati, Ni Putu Vivin Iszumrah Magfirah Iyan Sofyan Laili Hanifah Leidi Mohi M Sumirat, Elva M. Sumirat, Elva Mahgfirawati R Lihawa Mannassai, Annisa Marsya Cikita Mia Nur Ara Mianti Abdullah Mita Sari MM Sodik, Nurul Aini Moh Bintang Dwi Putra Mohamad Zubaidi Ni Made Sri Laksmi Ni Putu Vivin Indrawati Nindi Astuti Nirmala L. Nasief Noval Yakub Nunung Suryana Jamin Nur Jelita Lauli Nur Salsabila Amara Nurain Dukei Nurain Yusuf Nuraini S. Lawadjo Nuraini, Febritesna Nurfadilah Muthalib Nurhijrah Ladiku Nurintan A. Samina Nurul Aini MM Shodiq Nurul Aini MM Sodik Nurul Fazrun Dadu Nurul Maulida Alwi Nurulaeni Laide Pupung Puspita Ardini Putri Desriyanti Ahmad Rafi’ola, Ryan Hidayat Rapi Us. Djuko Retmi Sukri Reva Nesya Hamatia Ridianti Maloho Rifda Mardian Arif Risa Novila Satingi Riyanti Latama Ryan Hidayat Rafio’la Ryan Hidayat Rafi’ola S Bonggu, Asrianti Sadrila Mokoagow Sahrini Amir Salsiyo Lamatupu Salwa Djailolo SARI, MITA Selpi Selpi Setiyowati, Endah Siti Alisyah Mohu Siti Fadila Rajulali Siti Magfirah Garusu Sodik, Nurul Aini MM Sri Cindi Patuti Sri Hikmawati Dali Sri Indrawati Zakaria Sri Ramla Wati Monoarfa Sri Rawanti Sri Rawanti Sri Wahyuningsi Laiya Sri Wahyuningsih Laiya Sri Yulan Umar Sumirat, Elva M Sumirat, Elvas M Tesya Iliya Tiansi Mustapa Tine, Nurhayati Wanda Ayu Lestari Waode Eti Hardiyanti Winka Antungo Wintriyanti Sanawali Yenti Juniarti Zulkarnain Anu