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All Journal Jurnal ABDI PAUD Indonesian Journal of Education Methods Development Jurnal Medika: Medika
Maruddani, Raoda Tul Jannah
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Journal : Indonesian Journal of Education Methods Development

 1 
Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

Abstract

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD
Improving Early Childhood Literacy through Reading Corner in Kindergarten: Meningkatkan Literasi Anak Usia Dini Melalui Sudut Baca di Taman Kanak-Kanak Nuraini, Saniah; Maruddani, Raoda Tul Jannah; Anwar, Kaspul; Astria, Rani; Munawaroh, Munawaroh
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.944

Abstract

General Background: Literacy in early childhood is a fundamental aspect that supports language, cognitive, and social development. Specific Background: However, many kindergarten-aged children face limited stimulation, and reading activities are often less engaging due to lack of supportive media. Knowledge Gap: Previous studies have examined early literacy practices, but few have explored the practical role of reading corners in kindergarten settings. Aims: This study aims to describe the implementation of reading corners and their contribution to improving literacy skills among children aged 5–6 years at TK Negeri 05 Mekarsari. Results: The findings indicate that the reading corner facilitated significant improvements in children’s abilities to recognize letters, increase vocabulary, and retell stories. Novelty: This study highlights the contextual application of reading corners as an effective literacy environment that stimulates children’s motivation and active participation. Implications: The results suggest that reading corners can be optimized as a simple yet impactful strategy in early childhood education, emphasizing the importance of teacher creativity and parental involvement in strengthening literacy culture from an early age. Highlights: Reading corner improves children’s literacy in kindergarten Supports vocabulary growth and storytelling skills Strengthens literacy culture with teacher and parent roles Keywords: Early Childhood Education, Literacy, Reading Corner, Vocabulary, Storytelling
Bottle Cap Media for Developing Cognitive Skills in Early Childhood: Media Tutup Botol untuk Mengembangkan Keterampilan Kognitif pada Anak Usia Dini Rahmawati, Siti; Azwir, Azwir; Maruddani, Raoda Tul Jannah; Mardiana, Mardiana; Dewi, Novriana
Indonesian Journal of Education Methods Development Vol. 18 No. 4 (2023): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i4.946

Abstract

General Background: Early childhood cognitive development requires concrete and engaging media to stimulate thinking and problem-solving skills. Specific Background: In many preschools, low-cost and recyclable materials have not been fully utilized to optimize children’s learning experiences. Knowledge Gap: Limited studies have specifically investigated the role of bottle cap media in supporting multiple aspects of cognitive development. Aim: This study explores how bottle cap media contributes to the improvement of cognitive abilities in children aged 5–6 years at TK Pertiwi IX Kota Jambi. Results: Using a qualitative descriptive approach with 15 children and 2 teachers, data were collected through observation, interviews, and documentation. Findings show that 80% of children demonstrated significant progress in recognizing colors (87%), grouping shapes (73%), counting objects (80%), and matching letters or numbers (67%). Novelty: The study highlights the innovative use of bottle caps as an accessible, sustainable, and enjoyable learning medium. Implications: The results suggest that recycled materials like bottle caps can effectively support early childhood education by enhancing cognitive skills while promoting creativity and environmental awareness. Highlights: Bottle caps foster color, shape, number, and symbol recognition. 80% of children showed overall cognitive improvement. Recycled media provides sustainable and engaging learning tools. Keywords: Early Childhood, Cognitive Skills, Bottle Cap Media, Learning Activity, Recycled Materials
Teachers’ Role in Developing Independence of Early Childhood Learners: Peran Guru dalam Mengembangkan Kemandirian Anak Usia Dini Lastari, Cendya; Wati, Mastika; Kompri, Kompri; Astria, Rani; Maruddani, Raoda Tul Jannah
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.926

Abstract

General Background: Early childhood education is a critical foundation for character development and readiness for formal schooling. Specific Background: One essential competence to be cultivated is independence, which reflects children’s confidence and responsibility in daily tasks. Knowledge Gap: Although prior studies have examined independence in young learners, limited attention has been given to how teachers systematically foster independence through structured daily practices in specific PAUD institutions. Aim: This study aimed to describe the role of teachers in fostering independence among children aged 5–6 years at PAUD Teratai Putih Muaro Jambi. Results: Findings revealed that 75% of children were able to eat independently, 65% could tidy up toys, and 85% could wear shoes without assistance. Teachers acted as facilitators, motivators, and guides by applying consistent routines, gradual guidance, and positive reinforcement. Novelty: The study highlights how practical strategies in everyday routines can effectively stimulate independence, with contextual insights from a local PAUD setting. Implications: These findings emphasize the importance of teacher creativity and collaboration with parents in developing children’s autonomy, providing a useful reference for early childhood educators and policymakers. Highlights: Teachers foster independence through daily structured routines Parental support and learning environment strengthen outcomes Independence emerges through guided practice and motivation Keywords: Teacher Role, Early Childhood, Independence, Autonomy, PAUD
Improving Early Childhood Literacy through Reading Corner in Kindergarten: Meningkatkan Literasi Anak Usia Dini Melalui Sudut Baca di Taman Kanak-Kanak Nuraini, Saniah; Maruddani, Raoda Tul Jannah; Anwar, Kaspul; Astria, Rani; Munawaroh, Munawaroh
Indonesian Journal of Education Methods Development Vol. 18 No. 3 (2023): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i3.944

Abstract

General Background: Literacy in early childhood is a fundamental aspect that supports language, cognitive, and social development. Specific Background: However, many kindergarten-aged children face limited stimulation, and reading activities are often less engaging due to lack of supportive media. Knowledge Gap: Previous studies have examined early literacy practices, but few have explored the practical role of reading corners in kindergarten settings. Aims: This study aims to describe the implementation of reading corners and their contribution to improving literacy skills among children aged 5–6 years at TK Negeri 05 Mekarsari. Results: The findings indicate that the reading corner facilitated significant improvements in children’s abilities to recognize letters, increase vocabulary, and retell stories. Novelty: This study highlights the contextual application of reading corners as an effective literacy environment that stimulates children’s motivation and active participation. Implications: The results suggest that reading corners can be optimized as a simple yet impactful strategy in early childhood education, emphasizing the importance of teacher creativity and parental involvement in strengthening literacy culture from an early age. Highlights: Reading corner improves children’s literacy in kindergarten Supports vocabulary growth and storytelling skills Strengthens literacy culture with teacher and parent roles Keywords: Early Childhood Education, Literacy, Reading Corner, Vocabulary, Storytelling
Bottle Cap Media for Developing Cognitive Skills in Early Childhood: Media Tutup Botol untuk Mengembangkan Keterampilan Kognitif pada Anak Usia Dini Rahmawati, Siti; Azwir, Azwir; Maruddani, Raoda Tul Jannah; Mardiana, Mardiana; Dewi, Novriana
Indonesian Journal of Education Methods Development Vol. 18 No. 4 (2023): November
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v18i4.946

Abstract

General Background: Early childhood cognitive development requires concrete and engaging media to stimulate thinking and problem-solving skills. Specific Background: In many preschools, low-cost and recyclable materials have not been fully utilized to optimize children’s learning experiences. Knowledge Gap: Limited studies have specifically investigated the role of bottle cap media in supporting multiple aspects of cognitive development. Aim: This study explores how bottle cap media contributes to the improvement of cognitive abilities in children aged 5–6 years at TK Pertiwi IX Kota Jambi. Results: Using a qualitative descriptive approach with 15 children and 2 teachers, data were collected through observation, interviews, and documentation. Findings show that 80% of children demonstrated significant progress in recognizing colors (87%), grouping shapes (73%), counting objects (80%), and matching letters or numbers (67%). Novelty: The study highlights the innovative use of bottle caps as an accessible, sustainable, and enjoyable learning medium. Implications: The results suggest that recycled materials like bottle caps can effectively support early childhood education by enhancing cognitive skills while promoting creativity and environmental awareness. Highlights: Bottle caps foster color, shape, number, and symbol recognition. 80% of children showed overall cognitive improvement. Recycled media provides sustainable and engaging learning tools. Keywords: Early Childhood, Cognitive Skills, Bottle Cap Media, Learning Activity, Recycled Materials
Co-Authors -, Zulfajri Al-Qodri, Muhandri Annajmi, Annajmi Anwar, Kaspul Ariyani, Eka Vivin Azwir Azwir Darmansyah, Rafik Dewi, Novriana Fitriah Fitriah Fitriah Kompri, Kompri Kurniawati, Riski Lastari, Cendya Mardiana Mardiana Mari'a, Siti Sulthonah Hana Mahana Nur Hani'am Mastikawati Mastikawati, Mastikawati Meri Handayani, Meri Monica, Dea Munawaroh Munawaroh Nirmala, Dhea Nopilia, Eka Nuraini, Saniah Nurlinda Nurlinda, Nurlinda Rani Astria, Rani Raudhatul Jannah Samsuri Samsuri Siti Rahmawati Sudirmanto, Sudirmanto Syafitrah, Dian Wati, Mastika Wirdasari, Atika Zulfajri, Zulfajri