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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya BAHASA DAN SASTRA JURNAL PENDIDIKAN ANAK USIA DINI Pedagogia: Jurnal Pendidikan AWLADY Jurnal Pendidikan Anak Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat PAUD Lectura: Jurnal Pendidikan Anak Usia Dini AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Leverage, Engagement, Empowerment of Community (LeECOM) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Didaktika: Jurnal Pemikiran Pendidikan MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Anak Usia Dini Holistik Integratif (AUDHI) Jurnal Riset dan Inovasi Pembelajaran Journal of Education Research Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Pakem : Jurnal Pengabdian Kepada Masyarakat Procedia of Social Sciences and Humanities Indonesian Journal of Islamic Studies Inquest Journal International Journal of Research and Community Empowerment Jurnal Pendidikan Anak Usia Dini Jurnal Pengabdian Masyarakat dan aplikasi Teknologi EJLHSS Journal of Social Comunity Services Jurnal Pendidikan Progresif Journal of Learning on History and Social Sciences Academia Open
Choirun Nisak Aulina
Universitas Muhammadiyah Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : Academia Open

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The Effect of the Mind Mapping Method on the Narrative Writing Ability of Class V Students of School: Pengaruh Metode Mind Mapping (Peta Pikiran) Terhadap Kemampuan Menulis Narasi Siswa Kelas V di Sekolah Yanuari Ingsih; Choirun Nisak Aulina
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.1489

Abstract

The influence of the Mind Mapping Method on the narrative writing skills of the fifth grade students of MI Ma'arif Sentul. Thesis of Elementary School Teacher Education Study Program, Faculty of Psychology and Educational Sciences, Muhammadiyah University of Sidoarjo. This study aims to describe the effect of the mind mapping method on the ability to write narratives for fifth grade students at MI Ma'arif Sentul. This research uses quantitative research. The method used is pre-experimental design with One Group Pretest-Posttest research design. The instruments in this research consist of learning instruments in the form of syllabus, lesson plans, teaching materials, worksheets for class V MI Ma'arif Sentul students using saturated samples. Data collection in this study used tests, namely pretest and posttest on writing skills. This study determines the data analysis technique using descriptive analysis techniques and analysis in the form of normality tests and hypothesis testing, the results of the study show that the mind mapping method has an influence on writing skills.
Improving The Ability To Recognize Number Symbols Through The Manipulative Numbers Dice Game In Children Ages 3 – 4 Years : Peningkatan Kemampuan Mengenal Lambang Bilangan Melalui Permainan Manipulatif Dadu Angka Pada Anak Usia 3 – 4 Tahun Candu Gayuk Sheril; Choirun Nisak Aulina
Academia Open Vol. 5 (2021): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.5.2021.2222

Abstract

Based on the observations of researchers at PG Mutiara Cita Hati Sidoarjo, they found a problem in PG TK Mutiara Cita Hati Sidoarjo, namely the difficulty of children aged 3-4 years in knowing numbers. Whereas out of 16 children aged 3 - 4 years (PG), there are 10 children who do not know numbers well. The process of counting, namely adjusting between what is spoken and the number / results of the objects collected and counted is still not correct. This situation occurs because the learning is not in accordance with the learning theory. To be able to solve the problems listed above, the researchers made a game that can improve children's ability to recognize the symbol of numbers. Through this game, it can make it easier for children to understand and absorb lessons because the atmosphere is fun. In this study, it can be concluded that the application of the numerical dice manipulative game can improve the ability to recognize number symbols. This is indicated by an increase in the ability to count concepts in each cycle. Before the action and pre-cycle was 33.33%, 60% first cycle and 93.33% cycle II. In the stage of recognizing the symbol of numbers, all stages are carried out using the application of the number dice manipulative game
Improve Reading Skills through the Medium of Clever Box on the Age 4-5 Years in Kindergarten: Meningkatan Kemampuan Membaca Melalui Media Clever Box Pada Usia 4-5 Tahun di KB-TK Umi Nur Sholikah; Choirun Nisak Aulina
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2537

Abstract

Ability to read has a role which is important for a child's life early because introduce letters to children is the initial step son is able to read and to make a word. This research aims to know the application and the results of the media “Clever Box” against the enhancement of reading in a child group A. This research uses the Research Action Class as one approach to improve the ability to read the child. Implemented in a 2-cycle is divided into three levels namely prasiklus, cycle I and cycle II to get the result with the expected. In the pre cycle yields the value of the prosentase range of actions is as big as 39,66% whereas in cycle I prosentase increased by 61,15% until acquired prosentase value to be 60,34 which means no avail. Then research further by giving the action in cycle II, after having done research on the cycle II of this value prosentase kecapain action be 84,49%, up from the procurement value prosentase in cycle I and cycle II experienced an increase as large as 23,34%. With this can be seen from the comparison between cycle I and II for the research progresses. From the results obtained there is an increase that proves that with the use of the media “Clever Box” can improve the ability of the child's reading.
Improving the Ability to Recognize Consonants Through Smart Box Media for Children aged 4-5 Years in Kindergarten: Peningkatan Kemampuan Mengenal Huruf Konsonan Melalui Media Kotak Pintar Anak Usia 4-5 Tahun Di Taman Kanak-kanak Nada Bela Untari; Choirun Nisak Aulina
Academia Open Vol. 4 (2021): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.4.2021.2542

Abstract

The ability to recognize consonants has an important role in the lives of early childhood because introducing consonants to children is the first step for children to be able to read and to make a word, consonants and vowels are needed. This study aims to determine the application and results of the "Smart Box" media towards increasing consonant recognition in children in group A. This study uses Classroom Action Research as an approach to improve children's ability to recognize consonants. It is carried out in 2 cycles which are divided into three stages, namely pre-cycle, cycle I and cycle II to obtain the expected results. In the pre-cycle the result of the percentage of action achievement value was 46.16%, while in the first cycle the percentage increased by 22.09% so that the percentage score was 69%, which means it was not successful. Then the researcher continued by giving action in the second cycle, after doing the research in the second cycle, the percentage of action achievement value became 88.58%%, so that the percentage value obtained in the first cycle and second cycle increased by 19.58%. With this it can be seen from the comparison between cycles I and II during the research. From the results obtained, there is an increase which proves that using the "Smart Box" media can improve the ability to recognize children's consonants.
The Effect of Using Word Flipchart Media on Reading Ability in Group A Students in Kindergarten: Pengaruh Penggunaan Media Flipchart Kata Terhadap Kemampuan Membaca Pada Siswa Kelompok A di Taman Kanak Diana Chuzza; Choirun Nisak Aulina
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2648

Abstract

The purpose of this study was to analyze the influence of word flipchart media on the reading ability of group A children at Dharma Wanita Persatuan Tlasih Kindergarten, Tulangan District. This study uses a quantitative method of pre-experiment type one-group pretest-posttest design. The population of this research is the children of group A TK Dharma Wanita Persatuan Tlasih, Tulangan District with saturated sampling technique with 16 students. The data collection technique in this study used the results of the initial reading ability test. The data analysis technique used the dependent t test with the research results tcount = 11.30 and ttable = 2.131 so that tcount > ttable, then H1 was accepted and H0 was rejected. This shows that there is an effect of word flipchart media on the reading ability of group A children at Dharma Wanita Persatuan Tlasih Kindergarten, Tulangan District. Keywords: Word Flipchart Media, Reading Ability.
Role Play Center Model Develops Early Childhood Language Skills: Model Pusat Peran Bermain Mengembangkan Keterampilan Bahasa pada Anak Usia Dini Nadia alif Madinah; Choirun Nisak Aulina
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12178

Abstract

General Background: Early childhood represents a critical period for rapid development, particularly in language acquisition, which underpins communication, social interaction, and cognitive growth. Specific Background: Play-based learning approaches, especially structured role-play activities within learning centers, provide opportunities for children to practice verbal expression in meaningful contexts. Knowledge Gap: Despite widespread adoption of role-play centers in early childhood classrooms, limited qualitative evidence documents how their implementation supports language development and what contextual factors facilitate or hinder success. Aims: This study analyzes the implementation of a role-play center learning model in developing young children’s language abilities and identifies supporting and inhibiting factors in its application at TK Aisyiyah 38 Driyorejo. Results: Using a qualitative narrative approach with interviews, observations, and documentation, the findings indicate noticeable progress in vocabulary acquisition, speaking confidence, sentence formation, and social communication. Contributing conditions include a well-prepared learning environment, active teacher facilitation, parental involvement, and institutional support, while constraints involve limited materials, diverse child characteristics, and insufficient parental understanding. Novelty: The study offers an in-depth contextual description of daily role-play center practices and their relationship to expressive and receptive language use in authentic classroom interactions. Implications: These findings suggest that structured role-play environments, supported by collaborative school–family engagement and adequate resources, can serve as a practical pedagogical framework for fostering early language development in preschool settings. Highlights: Children demonstrated expanded vocabulary, clearer utterances, and greater willingness to communicate during thematic simulations. Successful implementation depended on environmental readiness, educator guidance, and family participation. Resource limitations and varied learner traits posed practical challenges to classroom application. Keywords:Role Play Center; Early Childhood Education; Language Development; Play-Based Learning; Qualitative Narrative
An Natural Material Collage Develops Fine Motor Skills in Early Childhood: Kolase Bahan Alami Mengembangkan Keterampilan Motorik Halus pada Masa Kanak-kanak Awal Aflia Irwan; Choirun Nisak Aulina
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12274

Abstract

General Background: Fine motor skills constitute a fundamental domain of early childhood development because they underpin writing readiness, hand–eye coordination, and creative expression. Specific Background: Learning activities that engage children in manipulating small objects, particularly art-based tasks such as collage, provide practical opportunities to train finger strength, precision, and visual–motor coordination. Knowledge Gap: However, limited research has examined the implementation of collage activities using locally available natural materials within authentic kindergarten classroom contexts and the factors that support or hinder their use. Aims: This study aimed to analyze the implementation of collage activities using natural materials to develop fine motor skills in children aged 5–6 years at an Islamic kindergarten. Results: Using a qualitative phenomenological approach with data from observations, interviews, and documentation involving teachers and 17 students, the study found that activities employing banana leaves, seeds, and twigs trained children’s abilities to cut, tear, paste, and arrange materials according to patterns while maintaining accuracy and control. Teacher facilitation, material availability, and student engagement supported successful implementation, whereas limited time, insufficient tools, and low parental understanding constrained it. Novelty: The study highlights the educational value of environmentally sourced materials integrated into structured classroom practice as a meaningful, context-based learning medium. Implications: Nature-based collage activities can serve as an accessible, low-cost strategy for stimulating fine motor development while simultaneously fostering creativity, concentration, and environmental awareness in early childhood education. Highlights: Children demonstrated improved precision and coordination through tearing, cutting, and assembling tasks. Active facilitation by teachers and accessible environmental resources supported successful classroom implementation. Time constraints, limited equipment, and insufficient parental awareness emerged as primary barriers. Keywords: Fine Motor Skills; Natural Materials; Collage Activities; Early Childhood Education; Qualitative Study
Play Based Literacy Programme Builds Early Childhood Language Foundations: Program Literasi Berbasis Bermain Membangun Dasar Bahasa pada Masa Kanak-kanak Awal Yuni Emma Wati; Choirun Nisak Aulina
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12303

Abstract

General Background Early childhood literacy is a fundamental domain of development that supports children’s readiness for formal schooling and lifelong learning. Specific Background In Indonesia, concerns over low reading interest highlight the need for engaging literacy initiatives within early childhood education settings, particularly those grounded in developmentally appropriate practices. Knowledge Gap Despite the emergence of school-based literacy movements, limited qualitative evidence exists regarding how structured, play-based programmes operate in practice and how they relate to children’s observable literacy achievements. Aims This study analyzes the implementation of the GALERIA programme (Gerakan Literasi Bhayangkari Ceria) and examines the literacy skills of children aged 5–6 years at Kemala Bhayangkari 83 Sidoarjo Kindergarten. Results Using observations, interviews, and documentation, the findings show that regular activities—storytelling with puppets, personal storytelling, word-guessing games, shared reading, and role-play—stimulated three key domains: language comprehension, language expression, and emergent literacy, with most children demonstrating high achievement across these indicators. Novelty The study documents a school-initiated, participatory literacy movement structured around weekly peak events and daily classroom practices, offering a contextualized model of play-based literacy programming. Implications The programme provides a practical framework for cultivating early literacy culture in kindergartens and may inform similar initiatives in other early childhood institutions seeking developmentally appropriate literacy practices.Highlights: Weekly storytelling and interactive games supported strong comprehension of narratives and instructions. Children demonstrated confident verbal communication, including retelling stories and creating simple books. Visual word cards and picture books enabled recognition of letters, sounds, and basic writing skills. Keywords: Early Childhood Literacy; Play Based Learning; Emergent Literacy; Kindergarten Education; Language Development
Si Bolang Game Raises Gross Motor Skills in Early Childhood: Permainan Si Bolang Meningkatkan Keterampilan Motorik Kasar pada Anak Usia Dini Siti Mutamimah Alfiah; Choirun Nisak Aulina
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12311

Abstract

General Background: Gross motor development is a fundamental aspect of early childhood growth, enabling children to perform coordinated physical activities involving large muscle groups. Specific Background: Many children aged 3–4 years at KB Al-Faqih demonstrated inadequate gross motor abilities, such as difficulties in running, jumping, balancing, and coordinating movements during daily activities. Knowledge Gap: Existing classroom practices relied heavily on visual instruction with limited direct physical engagement, leaving a need for structured, play-based interventions that actively stimulate large-muscle movement. Aims: This study aimed to increase the gross motor skills of children aged 3–4 years through the Si Bolang obstacle-based game using a Classroom Action Research design with two cycles. Results: Baseline observation showed a low achievement level of 41.91%, which rose to 60.29% in Cycle I and reached 82.72% in Cycle II after revising the game with a competitive two-track format. Improvements were observed across coordination, agility, balance, and strength indicators. Novelty: The study introduces a modified obstacle game incorporating treasure rewards and progressive gameplay adjustments as a structured learning medium for very young children. Implications: Findings suggest that well-designed physical play integrated into classroom activities can serve as a practical strategy for stimulating motor development and increasing children’s participation in early childhood education settings. Highlights: Performance rose markedly from baseline to the second intervention cycle. Competitive dual-track gameplay generated stronger engagement during activities. Movement tasks improved coordination, agility, balance, and strength simultaneously. Keywords:Gross Motor Skills; Early Childhood Education; Obstacle Game; Classroom Action Research; Physical Play
Congklak Game Based Learning for Early Childhood Numeracy Growth: Pembelajaran Berbasis Permainan Congklak untuk Pertumbuhan Kemampuan Numerasi pada Anak Usia Dini Putri Mayasari; Choirun Nisak Aulina
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12382

Abstract

General Background Early childhood education emphasizes concrete and play based activities to stimulate cognitive and numeracy development during the golden age period. Specific Background In one kindergarten classroom, children’s counting skills were low because learning relied mainly on worksheets and less engaging media. Knowledge Gap Limited use of traditional game based learning created a need for contextual strategies that actively involve children in numeracy practice. Aims This study aimed to improve early childhood numeracy skills through the implementation of the traditional congklak game. Results Using classroom action research with 11 children, data from observation and tests showed progressive improvement from 9% achievement in the pre cycle to 27% in cycle I and 81% in cycle II after structured congklak activities and gradual modification of game materials. Novelty The study applied staged seed quantities and reward supported play to scaffold counting performance systematically. Implications The findings indicate that traditional game based instruction provides an engaging classroom strategy to support number recognition, counting, and simple operations in early childhood settings. Keywords: Congklak Game, Early Childhood Education, Numeracy Skills, Classroom Action Research, Game Based Learning Key Findings Highlights: Achievement rose from very low baseline to high mastery after two cycles Gradual manipulation of seeds simplified number operations for children Play centered sessions promoted active participation and sustained attention
Co-Authors AA Sudharmawan, AA Aflia Irwan Agus Salim Agus Salim Aisyah Izza Hamida Akemad Wahyudi Amalia, Dyah Risqi Angelina, Rizka Laily Anisa, Clera Agretyas Nur Ayunda, Ervina Nela Azizah, Dian Nur Betty Yulia Wulansari, Betty Yulia Budi Haryanto Candu Gayuk Sheril Chamidah, Yuyun Cholifah, Cholifah Diana Chuzza Evie Destiana Fajar Muharram Fariska, Vira Aulia Fauzia, Erika Laila Fika Megawati Fitria Eka Wulandari Fitria Nur Hasanah Fitria Wulandari Fitria Wulandari Gita Safitri, Silvia Iffah, Nur Imam Fauji, Imam Isatin Rodiyah Istikomah Istikomah Jannah, Alfun Nisa’ Ahlul Joko Susilo Lili Rismalah Defi Livia Nuranisyah Luluk Iffatur Rocmah Lutfiyah, Nunuk Maratus, Fitri Mauliya Avivi Meythasharoh, Vera Putri Muttaqin, Muhammad Azzam Nada Bela Untari Nadia alif Madinah Nisa’, Khoirun Noly Shofiyah Novi Sintia Dewi Nur Hasanah, Fitria Nur Sholikha Muntiari Nuraini, Febitesna Nurdiana, Ayunda Ade Nurullita, Nurullita Nuzula, Janatul Firdausi Pranitasari, Pranitasari Putri Mayasari Rahmawati, Shinta Ayu Ratih, Elin Salina Rohmah, Mega Aulia Rojii, Muhammad Rusdiani, Nurtina Irsad Safitri, Silvia Gita Saputri, Wahyu Dwi Sari, Jasinta Kartika Sausan, Lutfiyah Seftina, Putri Jelita Trio Siti Masruroh Siti Mutamimah Alfiah Siti Sumiani Sri Katoningsih Suci Prihatiningtyas Suratin, Dwi Taufik Churahman, Taufik Tri Linggo Wati Umi Khoirun Nisak Umi Nur Sholikah Vanda Rezania Vita Fatimatuz Zahroh Yanuari Ingsih yuli astutik Yuli Astutik Yuli Astutik Yuni Emma Wati Zuyyina Fihayati