Articles
<![CDATA[Pengaruh Bermain Peran Terhadap Kemampuan Sosial Anak Usia Dini ]]>
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ Pedagogia : Jurnal Pendidikan Vol 4 No 1 (2015): Februari ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/pedagogia.v4i1.73
<![CDATA[Kemampuan sosial anak dapat digali dengan memperbaiki materi dan metode pembelajaran yang dilakukan oleh guru. Pembelajaran yang efektif bagi anak usia dini adalah melalui suatu kegiatan yang berorientasi bermain. Bermain peran merupakan metode pembelajaran yang memberikan kesempatan anak untuk mengembangkan imajinasinya dalam memerankan seorang tokoh agar mereka menghayati sifat-sifat dari tokoh atau benda tersebut. Dengan bermain peran anak mampu berlatih bersosialisasi, berkomunikasi dan berempati dengan anak-anak lain. Penelitian ini bertujuan: 1) Untuk mengetahui perbedaan kemampuan sosial antara anak yang diberikan perlakuan bermain peran dan anak yang tidak diberikan perlakuan bermain peran di TK Aisyiyah 6 Tanggulangin. 2) untuk mengetahui bagaimana pengaruh bermain peran dan tidak bermain peran terhadap kemampuan sosial anak. Penelitian ini pendekatan kuantitatif dengan jenis penelitian eksperimen kuasi (semu). Sampel penelitian 40 anak kelompok B TK Aisyiyah 6 Tanggulangin. Hasil penelitian menunjukkan dengan perlakuan bermain peran dan tanpa diberikan perlakuan bermain peran menunjukkan nilai Mann-Whitney U sebesar 1.000 dan nilai Wilcoxon W sebesar 211.00 dengan nilai signifikansinya sebesar 0.000. Karena nilai probabilitas jauh lebih kecil dari taraf signifikan 0,05 atau (0.000 < 0.05), maka kelompok eksperimen dengan perlakuan bermain peran jauh lebih baik dibanding kelompok kontrol yang tanpa perlakuan bermain peran terhadap kemampuan sosial anak usia dini di TK Aisyiyah 6 Tanggulangin.]]>
<![CDATA[The Effect of Kaneta Media Implementation on the Early Reading Ability of Children ]]>
<![CDATA[Vita Fatimatuz Zahroh]]>;
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ AWLADY : Jurnal Pendidikan Anak Vol 7, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan PIAUD IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/awlady.v7i2.7941
<![CDATA[Early reading skills are one of the most important language developments to be developed in early childhood. This can be done through appropriate stimulation of learning, one of which is the accuracy in using learning media. The purpose of this study is to analyze whether there is an effect of the application of Kaneta media (Smart Flannel Bags) on children's early reading ability. This study used a pre-experimental quantitative method type one-group pretest-posttest design. The population of this research is the children of group A TK Dharma Wanita Persatuan Kedungboto, Porong District with saturated sampling technique with a total of 20 students. The data collection technique in this study used the results of the preliminary reading ability test. The data analysis technique used the dependent t test with the research results t count = 10.87 and t table = 2.093 so that tcount > t table, which means H1 is accepted and H0 is rejected. The results showed that the application of Kaneta media had an effect on children's pre-reading abilities, so teaching early reading in early childhood could be done using Kaneta media.]]>
<![CDATA[Pengaruh Media Tangram terhadap Kemampuan Mengenal Bentuk Geometri Anak Usia Dini ]]>
<![CDATA[Aisyah Izza Hamida Akemad Wahyudi]]>;
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ PAUD Lectura: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 02 (2021): PAUD Lectura: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/paud-lectura.v4i02.6216
<![CDATA[Kemampuan mengenal bentuk geometri sangat diperlukan bagi anak usia dini sebagai dasar kemampuan dalam mengenal bentuk - bentuk geometri, mengklasifikasikan bentuk, membedakan ukuran, berpikir rasional dan dapat mengetahui konsep sederhana dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh media tangram terhadap kemampuan mengenal bentuk geometri anak usia 4 – 5 tahun. Penelitian ini menggunakan metode kuantitaif pre – eksperimen jenis one – group pretest posstest design. Populasi penelitian ini adalah anak kelompok A TK Aisyiyah Bustanul Athfal 1 Sedati dengan teknik random sampling yang berjumlah 25 anak.Teknik pengumpulan data dalam penelitian ini menggunakan hasil tes yang dilakukan secara observasi kemampuan mengenal bentuk geometri. Teknik analisis data yang digunakan dalam penelitian ini menggunakan uji T Dependen. Hasil penelitian thitung adalah 22,8 dan ttabel adalah 2,063, sehingga thitung > ttabel. Dengan ini menunjukkan bahwa ada pengaruh media tangram terhadap kemampuan mengenal bentuk geometri anak usia 4 – 5 tahun. Dan media tangram termasuk dalam pengaruh kategori tinggi terhadap kemampuan mengenal bentuk geometri anak usia 4 – 5 tahun di TK Aisyiyah Bustanul Athfal 1 Sedati dengan menggunakan rumus N Gain dengan hasil 8,125.]]>
<![CDATA[Penerapan Metode Whole Brain Teaching dalam Meningkatkan Motivasi Belajar Anak Usia Dini ]]>
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/obsesi.v2i1.1
<![CDATA[The aims of this research are to improve children's learning motivation through the implementaion of Whole Brain Teaching and to describe the improvement of children's learning motivation through the implementation of Whole Brain Teaching. This research is a classroom action research, then research subjects consisted of 18 students at TK Aisyiyah 1 Tanggulangin, especially group A. The location of this research is in TK Aisyiyah 1 Tanggulangin. Data collection technique is done by observation. The results show that the implementation of Whole Brain Teaching method can improve the learning motivation of students at TK Aisyiyah 1 Tanggulangin. It can be seen from the improvement of children's learning motivation from the state of the 33% grade completeness score in the pre cycle, up to 56% in cycle I, then 83% grade mastery score in cycle II. So in accordance with the level of completeness of the action that the score of 75% -100% is in very good qualifications and the implementation of the action declared successful]]>
<![CDATA[The Effect of the Mind Mapping Method on the Narrative Writing Ability of Class V Students of School ]]>
<![CDATA[Yanuari Ingsih]]>;
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ Academia Open Vol 6 (2022): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.6.2022.1489
<![CDATA[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.]]>
<![CDATA[Improving The Ability To Recognize Number Symbols Through The Manipulative Numbers Dice Game In Children Ages 3 – 4 Years ]]>
<![CDATA[Candu Gayuk Sheril]]>;
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ Academia Open Vol 5 (2021): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.5.2021.2222
<![CDATA[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]]>
<![CDATA[Improve Reading Skills through the Medium of Clever Box on the Age 4-5 Years in Kindergarten ]]>
<![CDATA[Umi Nur Sholikah]]>;
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ Academia Open Vol 6 (2022): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.6.2022.2537
<![CDATA[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.]]>
<![CDATA[Improving the Ability to Recognize Consonants Through Smart Box Media for Children aged 4-5 Years in Kindergarten ]]>
<![CDATA[Nada Bela Untari]]>;
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ Academia Open Vol 4 (2021): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.4.2021.2542
<![CDATA[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.]]>
<![CDATA[The Effect of Using Word Flipchart Media on Reading Ability in Group A Students in Kindergarten ]]>
<![CDATA[Diana Chuzza]]>;
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ Academia Open Vol 6 (2022): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/acopen.6.2022.2648
<![CDATA[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.]]>
<![CDATA[Strategi Pembelajaran Speaking Mahasiswa Di Tingkat Universitas ]]>
<![CDATA[Yuli Astutik]]>;
<![CDATA[Choirun Nisak Aulina]]>
<![CDATA[ DIDAKTIKA Vol 24 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/didaktika.v24i1.107
<![CDATA[Strategi pembelajaran merupakan langkah-langkah kegiatan yang dipilih dan digunakan oleh pembelajar untuk mencapai pemahaman dan tujuan darisuatu materi. Demikian juga dalam belajar bahasa Inggris, pembelajar atau peserta didik harus memiliki strategi atau cara tentang bagaimana belajarbahasa secara efektif dan efisien. Banyak strategi pembelajaran bahasa (language learning strategy) yang dikemukakan para ahli, khususnya dalam pembelajaran speaking antara lain: strategi kognitif, strategi afektif dan strategi sosial. Dari ketiga strategi tersebut, strategi sosial seringkali tidak digunakanoleh pembelajar yang memiliki kategori rendah pada pembelajaran speaking. Mereka cenderung pasif, tidak mau bertanya dan tidak percaya diri. Untuk itu,pada penelitian ini penulis ingin mengetahui lebih dalam tentang seberapa jauh penggunaan strategi sosial pada mahasiswa kategori rendah (low level students), mahasiswa kategori sedang (middle level student), dan mahasiswa kategori tinggi (high level student) dalam pembalajaran speaking padamatakuliah speaking for daily communication pada program studi pendidikan bahasa Inggris semester 1. Metode penelitian yang digunakan pada penelitianini adalah kualitatif deskriptif karena peneliti mendeskripsikan serta memaparkan data yang didesain atau dirancang tidak menggunakan datastatistik. Sedangkan teknik pengumpulan data pada penitian ini adalah observasi dan interview. Hasil dari penelitian menunjukkan bahwa LLS samasekali tidak menggunakan strategi sosial pada kelas speaking for daily for Communication, MLS menggunakan strategi sosial hanya pada beberapa aspekdan HLS menggunakan semua aspek strategi sosial dengan baik.]]>
