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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 PLAKAT : Jurnal Pelayanan Kepada Masyarakat Didaktika: Jurnal Pemikiran Pendidikan MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Anak Usia Dini Holistik Integratif (AUDHI) Jurnal Riset dan Inovasi Pembelajaran IJORER : International Journal of Recent Educational Research 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
Pendidikan Anak Usia Dini, 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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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
Holistic Preschool Guidance Model in Muhammadiyah Orphanage: Model Bimbingan Holistik untuk Taman Kanak-Kanak di Panti Asuhan Muhammadiyah Isatin Rodiyah; 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.10.2025.12521

Abstract

General Background: Orphanages function not only as social care institutions but also as educational environments for early childhood development. Specific Background: Children in orphanages often experience family dysfunction, requiring structured guidance that integrates character education, religious values, and developmental support. Knowledge Gap: Limited studies describe comprehensive preschool guidance patterns implemented within faith-based orphanage settings. Aims: This study aims to explore the patterns of guidance for preschool-aged children at Muhammadiyah Pagesangan Orphanage. Results: Using a qualitative descriptive approach involving four caregivers and six foster children, data were collected through observation, interviews, and documentation. Findings show that the orphanage applies a holistic model encompassing physical development, religious and moral cultivation, intellectual growth, social interaction, and vocational preparation. Daily religious practices, character habituation, group activities, and environmental responsibility programs form core components of guidance. Supporting factors include organizational backing and trained caregivers, while financial limitations and diverse child backgrounds present challenges. Novelty: The study provides an integrated description of preschool guidance within a Muhammadiyah orphanage context. Implications: Balanced and continuous implementation of physical, spiritual, intellectual, and vocational guidance supports the formation of independent and morally grounded children. Keywords:  Preschool Guidance, Orphanage Education, Character Development, Caregiver Role, Early Childhood Education Key Findings Highlights: Integrated developmental approach covers moral, cognitive, social, and physical domains. Daily structured religious routines shape ethical behavior formation. Institutional support and caregiver capacity coexist with resource constraints.
Fine Motor Skill Development Through Clamping Activities in Early Childhood: Pengembangan Keterampilan Motorik Halus Melalui Aktivitas Menjepit pada Anak Usia Dini ALIVIA PUTRI; Choirun Nisak Aulina
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12693

Abstract

General Background Fine motor skills constitute a fundamental aspect of early childhood development, particularly in supporting children’s readiness for daily learning activities and future educational stages. Specific Background In PG&RA Baitul Muttaqin Sidoarjo, several children aged 3–4 years showed limited fine motor coordination, especially in grasping and manipulating small objects, indicating the need for structured classroom-based stimulation. Knowledge Gap Although fine motor activities are widely discussed, limited classroom action research documents step-by-step learning cycles that focus on clamping activities as a targeted motor skill exercise for children aged 3–4 years. Aims This study aims to describe the process and outcomes of implementing clamping activities to develop fine motor skills in early childhood learners. Results The findings indicate a progressive rise in fine motor skill achievement across learning stages, from the pre-cycle phase to Cycle I and Cycle II, as reflected in children’s improved grasping ability, object transfer skills, and hand–eye coordination, with overall achievement surpassing the predetermined success criteria in the final cycle. Novelty This study offers a detailed classroom action research depiction of clamping-based activities as a structured learning practice for fine motor skill development in early childhood settings. Implications The results provide practical guidance for early childhood educators in designing simple, engaging classroom activities that systematically support fine motor skill development. Highlights: Structured Learning Cycles Showed Consistent Progress in Children’s Small Muscle Coordination. Hands-on Tasks Supported Better Control in Grasping and Transferring Small Objects. Classroom-Based Activities Aligned With Developmental Indicators for Children Aged 3–4 Years. Keywords: Fine Motor Skills, Clamping Activities, Early Childhood Education, Classroom Action Research, Motor Development
Natural Object Learning Improves Early Numeracy and Number Symbol Recognition in Preschoolers: Pembelajaran dengan Objek Alami Meningkatkan Kemampuan Berhitung Awal dan Pengenalan Simbol Angka pada Anak Prasekolah Umi Soifah; Choirun Nisak Aulina
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12762

Abstract

General Background Early childhood is a critical period for cognitive development, including foundational numeracy skills such as recognizing number symbols. Specific Background Children aged 4–5 years at TK Islam Al-Faqih showed difficulties identifying number symbols 1–10 due to learning activities that relied on abstract and less engaging media. Knowledge Gap There was a need for contextual and concrete learning media that align with children’s developmental characteristics to address low initial performance in number symbol recognition. Aims This study evaluated the use of natural objects as learning media to support number symbol recognition among children aged 4–5 years through a Classroom Action Research design. Results Findings across two action cycles demonstrated progressive improvement in children’s abilities to mention number symbols, count using natural objects, and match quantities with symbols, with learning mastery increasing from 0% in the pre-cycle to 67% in Cycle I and 80% in Cycle II. Novelty The study demonstrates structured classroom implementation of natural object media, including seeds and twigs, within iterative action cycles to support early numeracy development. Implications The findings provide practical guidance for early childhood educators to utilize environmental resources as concrete learning media to support number symbol recognition and strengthen contextual numeracy learning in early childhood education settings. Highlights: Learning mastery increased from 0% at baseline to 80% after iterative classroom cycles. Children demonstrated progressive gains in counting, symbol identification, and quantity matching. Concrete environmental materials supported more engaging and contextual learning processes. Keywords: Natural Object Media, Number Symbol Recognition, Early Childhood Education, Classroom Action Research, Early Numeracy.
Learning Environment Design and Social Emotional Development in Early Childhood: Desain Lingkungan Belajar dan Perkembangan Sosial Emosional pada Masa Kanak-kanak Lili Rismalah Defi; 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.10.2025.13472

Abstract

General Background Early childhood education emphasizes social emotional development as a foundation for children’s adaptation, relationships, and self-regulation. Specific Background The learning environment, including physical settings, social interactions, and psychological climate, is considered a central context shaping daily experiences in kindergarten classrooms. Knowledge Gap However, detailed descriptions of how these environmental components function collectively to support social emotional growth in specific early childhood institutions remain limited. Aims This study aimed to describe the role of the learning environment and to identify supporting and inhibiting factors related to social emotional development among children aged 4–5 years at TK Islam Al Wafa. Results Using a descriptive qualitative approach through observation, interviews, and documentation, the findings show that organized classrooms, play corners, consistent routines, teacher guidance, and peer interaction facilitate empathy, cooperation, discipline, and emotional expression, while family constraints and limited responsiveness hinder progress. Novelty The study provides an integrated description of physical, social, and emotional elements within one institutional case. Implications These results offer practical guidance for teachers and early childhood managers in structuring supportive learning environments to foster balanced social emotional competencies. Keywords: Learning Environment, Social Emotional Development, Early Childhood Education, Classroom Climate, Qualitative Study Key Findings Highlights: Structured spaces encourage cooperation and sharing behaviors Daily routines cultivate self-regulation and discipline Teacher guidance and peer play build empathy and communication
Lagu Hujan Isrotul Hasanahes; Choirun Nisak Aulina
Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/paud.v3i3.2751

Abstract

Musik merupakan salah satu hal yang banyak disukai anak-anak. Lagu yang baik dapat menjadi salah satu media pembelajaran yang bisa digunakan di sekolah khususnya bagi anak usia dini. Tujuan dari lagu ini adalah melatih perkembangan kognitif, nilai agama dan moral, serta bahasa pada anak usia dini. Manfaat dari lagu ini dalam pengembangan kognitif anak adalah anak dapat mengetahui proses terjadinya hujan. Sedangkan dalam pengembangan nilai agama dan moral adalah lagu ini dapat mengajarkan kepada anak bahwa ketika air hujan turun dituntut untuk berdo’a kepada Allah SWT. Dalam pengembangan bahasa adalah lagu ini dapat menambah kosa kata baru pada anak. Lagu ini terinspirasi dari melihat beberapa anak kecil yang sangat senang ketika bermain hujan. Anak kecil yang sangat menikmati turunnya air hujan dengan memanfaatkannya. Mandi air hujan dan saling menyiram ke tubuh mereka masing-masing. Selain mandi dan menyiram air hujan, mereka juga bermain bola ketika hujan. Mereka juga bermain lari-larian sambil menendang air hujan.
Implementasi Penggunaan Loose Part dalam Perkembangan Motorik Halus anak di TK Islam Al-Faqih Pilang Jawia Bahta; Choirun Nisak Aulina
Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/paud.v3i3.2753

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi penggunaan media loose part dalam menstimulasi perkembangan motorik halus anak usia 5–6 tahun di TK Islam Al-Faqih Pilang, serta untuk mengetahui respons anak terhadap kegiatan tersebut. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan jenis fenomenologi. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi, dengan analisis tematik sebagai teknik analisis data. Hasil penelitian menunjukkan bahwa kegiatan loose part memberikan kontribusi signifikan terhadap perkembangan motorik halus anak, seperti koordinasi mata dan tangan, keterampilan menyusun, menjiplak, serta menulis. Anak menunjukkan respons positif terhadap kegiatan ini, antara lain meningkatnya kreativitas, rasa percaya diri, dan kemampuan berkolaborasi. Media loose part terbukti menjadi sarana edukatif yang efektif dan menyenangkan, yang tidak hanya mendukung aspek fisik tetapi juga kognitif dan sosial-emosional anak. Dengan demikian, penggunaan loose part sangat direkomendasikan dalam pembelajaran anak usia dini untuk menunjang kesiapan mereka ke jenjang pendidikan selanjutnya.
Meningkatkan Kemampuan Bahasa Anak Usia 5-6 Tahun Melalui Kegiatan Bersyair di TK ABA 7 Tanggulangin Sidoarjo Elin Salina Ratih; Choirun Nisak Aulina
Jurnal Pendidikan Anak Usia Dini Vol. 3 No. 3 (2026): April
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/paud.v3i3.2754

Abstract

Kemampuan berbahasa anak usia 5-6 tahun di TK ABA 7 Tanggulangin Sidoarjo masih tergolong rendah. Penelitian Tindak Kelas (PTK) ini bertujuan meningkatkan kemampuan berbahasa anak melalui metode bersyair. Guru bertindak sebagai pelaksana pembelajaran, semestara peneliti berperan sebagai pengamat dan asisten untuk memastikan proses pembelajaran berjalan lancer dan mencapai indicator keberhasilan. Hasil penelitian menunjukkan peningkatan kemampuan berbahasa anak secara signifikan: pra siklus (38%), siklus I (56%), dan siklus II (67%). Metode bersyair terbukti efektif karena mendorong kemampuan berpikir kritis, kreativitas, kepercayaan diri, peningkatan kosakata, dan kemampuan membaca anak. Kesimpulannya, PTK ini berhasil meningkatkan kemampuan berbahasa anak usia 5-6 tahun di TK ABA 7 Tanggulangin Sidoarjo melalui metode bersyair.
Co-Authors AA Sudharmawan, AA Aflia Irwan Agus Salim Agus Salim Aisyah Izza Hamida Akemad Wahyudi ALIVIA PUTRI Amalia, Dyah Risqi Angelina, Rizka Laily Anisa, Clera Agretyas Nur Ayulia dade Ayunda, Ervina Nela Azizah, Dian Nur Betty Yulia Wulansari, Betty Yulia Budi Haryanto Candu Gayuk Sheril Chamidah, Yuyun Chamimmah Lailis Indriani, Nur Cholifah, Cholifah Diana Chuzza Dyah Risqi Amalia Elin Salina Ratih Endah Hendarwati, Endah Evie Destiana Fajar Arianto Fajar Arianto 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 Ima Faizah Imam Fauji, Imam Isatin Rodiyah Isrotul Hasanahes Istikomah Istikomah Jannah, Alfun Nisa’ Ahlul Jawia Bahta 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 Nadhirotul Laily Nadia alif Madinah Nisa’, Khoirun Noly Shofiyah Novi Sintia Dewi Nur Efendi 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 Silvia Gita Safitri Siti Masitoh Siti Masitoh 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 Umi Soifah Vanda Rezania Vita Fatimatuz Zahroh Yanuari Ingsih yuli astutik Yuli Astutik Yuli Astutik Yuni Emma Wati Zuyyina Fihayati