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Luluk Iffatur Rocmah
Universitas Muhammadiyah Sidoarjo
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Improving Speaking Ability Through Picture Card Assisted Storytelling Method For Children 5-6 Years Old In Kindergarten: Peningkatan Kemampuan Berbicara Melalui Metode Bercerita Berbantuan Media Kartu Gambar Pada Anak Usia 5-6 Tahun Di Taman Kanak Fitri Nailul Izzah; Luluk Iffatur Rocmah
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2362

Abstract

This study aims to improve the speaking ability of children aged 5-6 years in Mutiara Hati Krian Sidoarjo Kindergarten through storytelling method assisted by picture card media. This type of research is Classroom Action Research (CAR) which is carried out in two cycles with three meetings in each cycle. The data collection technique used is descriptive quantitative and descriptive qualitative. The indicator of success in this study is if the average value of children's speaking ability through storytelling method assisted by picture card media has reached the very well developed criteria (BSB) with a percentage of 75%-100%. The results of this study indicate an increase in children's speaking skills through storytelling methods assisted by picture card media at Mutiara Hati Krian Sidoarjo Kindergarten gradually from pre-cycle, first cycle and second cycle. This is evidenced by the increase in the average speaking ability of children in the pre-cycle by 33%, increasing to 58% in the first cycle of action and reaching 92% in the second cycle of action. The results of this study are expected to provide information to institutions that handle early childhood or the general public who need information about the application of picture card-assisted storytelling methods to improve speaking skills in children aged 5-6 years. Keywords - Speaking Ability, Storytelling Method, Cards Picture
Improving the Ability to Recognize the Letters through the Interactive Video Media "Mari Mengenal Huruf" in Group A Kindergarten: Meningkatkan Kemampuan Mengenal Huruf Abjad Melalui Media Video Interaktif “Mari Mengenal Huruf” Pada Anak Kelompok A di TK Nur Amalina Cahyani; Luluk Iffatur Rocmah
Academia Open Vol. 4 (2021): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.4.2021.2575

Abstract

Cognitive ability is one of the developmental aspects of children who are experiencing maturity and need to be developed. In the cognitive development of early childhood there is one development that must be developed, namely recognizing letters. The introduction of the letters of the alphabet in early childhood helps children to recognize various kinds of letters of the alphabet. Regarding the letter recognition program, it can be done using interactive video media "Let's Get to Know the Letters". The purpose of this study was to improve the ability to recognize letters of the alphabet in Group A children in PKK 1 Jodokan Kindergarten, Beji District. This research is a Classroom Action Research. Based on the data analysis carried out, it was concluded that the ability to recognize the letters of the alphabet in group A in Pre-cycle obtained an average value of 35%, while in Cycle I the percentage was 48.33%, which means less than the maximum. Then giving the Cycle II action, the percentage of the average value becomes 93%, so that the average gain in cycle I and cycle II has increased again by 44.67%. The conclusion of this research is that through viewing the interactive video "Let's Get to Know the Letters" can increase the ability to recognize the letters of the alphabet.
Application Of The Steam Method With Loose Parts To Stimulate Critical Thinking In Children Aged 5-6 Years At Aisyiyah Bustanul Athfal Iv Kindergarten, Sidoarjo: Penerapan Metode Steam Dengan Loose Parts Dalam Menstimulus Critical Thinking Pada Anak Usia 5-6 Tahun Di Taman Kanak Kanak Aisyiyah Bustanul Athfal Iv Sidoarjo Dinda Nurmala; Luluk Iffatur Rocmah
Academia Open Vol. 9 No. 1 (2024): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.9.2024.7820

Abstract

Learning that provides space for children to be able to solve problems and make decisions independently is one of the learning strategies that can be used to improve children's critical thinking skills. The STEAM method is a reform in the world of education that combines science, mathematics in order to have a logical and rational mindset, so that children can understand phenomena critically and logically. The research was carried out by conducting direct observation in learning activities in the classroom. Then the results of the observations were corroborated by interviews conducted with school principals, class educators and students who directly played a role in the process of implementing the STEAM method with Loosepart. Data analysis in this research uses analysis which includes three stages, namely data reduction is the process of selecting, focusing on simplification, abstracting and transforming raw data that emerges from written records in the field. In stimulating children's critical thinking, educators provide opportunities to observe and explore the tools and materials in front of them with various senses. So that children are encouraged to be more curious about what they will do with various tools and materials. In this way, critical thinking in children can be stimulated so that children have the ability to ask questions and find out about information and observe and explore the tools and materials around them, they also have the ability to solve problems through play activities, and have the confidence to make decisions. in carrying out their activities. Highlights: Interdisciplinary Approach: STEAM method integrates science, technology, engineering, arts, and mathematics, fostering a holistic and logical mindset in children. Loose Parts Play: Utilizing loose parts in learning activities stimulates curiosity, encouraging children to explore and solve problems independently. Observation and Exploration: Educators play a crucial role in providing opportunities for children to observe, explore, ask questions, and make decisions, fostering critical thinking skills. Keywords: STEAM method, Loose parts, Critical thinking, Kindergarten
Improve Initial Numeracy Skills Through Animated Arithmetic Media of Children Aged 5-6 Years at TK Ar-Rochman Pondok Jati Sidoarjo: Meningkatkan Kemampuan Berhitung Permulaan Melalui Media Hitung Animasi Pada Anak Usia 5-6 Tahun di TK Ar-Rochman Pondok Jati Sidoarjo Anissa Nurlaila; Luluk Iffatur Rocmah
Academia Open Vol. 9 No. 1 (2024): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.9.2024.7907

Abstract

This study discusses efforts to improve initial numeracy skills through animated arithmetic media at Ar-Rochman Kindergarten Pondok Jati Sidoarjo.The research method used is the Classroom Action Research model of Kemmis and Mc.Taggart with the stagees of planning, implementing, observing, and reflecting. Action subjects totaled 15 children. The activity begins with the Pre-Cycle, then the research process uses 2 stages, namely Cycle I, children study with assistance and Cycle II, children study alone with friends. The results of the study showed that the initial numeracy skills of the Pre-Cycle, Cycle I and Cycle II experienced a significant increase. This proves that there is an increase in children’s initial numeracy skills after using animated arithmetic media. Highlights: The study utilizes Classroom Action Research to assess the impact of animated arithmetic media on initial numeracy skills in a kindergarten setting. The research consists of three stages: Pre-Cycle, Cycle I, and Cycle II, demonstrating a progressive improvement in children's numeracy skills. Findings indicate a significant enhancement in children's initial numeracy skills, affirming the effectiveness of animated arithmetic media in the learning process. Keywords: Counting Starts, Children, Animated Arithmatic Media
Abacus Games Foster Concentration and Socioemotional Skills in Early Childhood: Permainan Abacus Membantu Mengembangkan Konsentrasi dan Keterampilan Sosial-Emosional pada Anak Usia Dini Siti Qomariah; Luluk Iffatur Rocmah
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.10.2025.12305

Abstract

General Background: Early childhood represents a critical developmental period in which appropriate educational stimulation can optimize cognitive, social, and emotional growth through play-based learning. Specific Background: Abacus activities are increasingly introduced in early childhood settings as playful numeracy tools that combine physical manipulation, rhythm, and structured tasks. Knowledge Gap: Prior studies have primarily emphasized symbolic thinking or arithmetic ability, leaving limited analysis of how abacus-based activities are implemented and how they relate holistically to multiple developmental aspects. Aims: This study aims to analyze the implementation of abacus games for children aged 5–6 years at a Raudhatul Athfal institution and to examine their developmental outcomes. Results: Using a qualitative phenomenological approach with interviews, observations, and documentation, the study found that the activity was conducted through five sequential stages—ice breaking, singing, introduction to the tool, practice tasks, and rewards—and was associated with improved concentration, self-confidence, discipline, and group cohesion. Novelty: The study provides a holistic description of both procedural implementation and multidimensional developmental outcomes within a natural classroom context. Implications: The findings suggest that structured abacus play can serve as an engaging educational strategy for early childhood educators seeking developmentally appropriate activities that integrate cognitive focus with socioemotional growth. Highlights: Activities followed a structured five-stage sequence from warm-up to reinforcement. Participants displayed greater attentional persistence during learning sessions. Classroom interactions reflected stronger cooperation among peers. Keywords: Abacus Games; Early Childhood Education; Concentration; Self-Confidence; Discipline  
Project Based Learning with Loose Parts Improves Preschool Creativity: Pembelajaran Berbasis Proyek dengan Bahan-Bahan Fleksibel Meningkatkan Kreativitas Anak Usia Dini Agustina Kurniawati; Luluk Iffatur Rocmah
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.10.2025.12306

Abstract

General Background: Creativity is a fundamental component of early childhood development that supports cognitive, social, emotional, and problem-solving growth during the formative years. Specific Background: In many preschool settings, learning remains teacher-centered and relies on structured worksheets, limiting children’s opportunities to explore ideas and produce original work independently. Knowledge Gap: There is limited classroom-based evidence on how project-oriented learning combined with open-ended materials can foster creativity among children aged 4–5 years in real educational contexts. Aims: This study aimed to increase the creativity of children aged 4–5 years through the application of Project Based Learning (PjBL) using loose parts media. Results: Using a two-cycle Classroom Action Research design with 13 participants, the proportion of children meeting the success criteria increased from 30.77% in the pre-cycle to 46.15% in Cycle I and 84.62% in Cycle II, measured through indicators of curiosity, ability to produce work, and independence in completing tasks. Novelty: The study demonstrates a structured integration of project-based pedagogy with low-cost, open-ended materials sourced from the environment within an iterative classroom intervention. Implications: The findings suggest that child-centered project activities supported by exploratory materials can provide meaningful learning experiences and serve as a practical approach for fostering creativity in early childhood education settings. Highlights: Progressive gains were observed across cycles, culminating in most participants achieving the target criteria. Engagement increased when exploratory time and stimulating prompts were expanded. Children demonstrated greater autonomy and originality in producing artifacts by the final stage. Keywords: Project Based Learning; Loose Parts; Early Childhood Creativity; Classroom Action Research; Preschool Education
Reading Without Spelling Book Improves Early Reading Ability in Preschoolers: Membaca Tanpa Buku Huruf Meningkatkan Kemampuan Membaca Dini pada Anak-Anak Pra-Sekolah Nety Nur Kusuma Dewi; Luluk Iffatur Rocmah
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.10.2025.12313

Abstract

General Background: Early childhood is a critical period for language and literacy development, during which appropriate stimulation supports future academic readiness. Specific Background: Beginning reading ability in children aged 4–5 years involves recognizing letters, syllables, simple words, and simple sentences, yet many learners encounter difficulties when instruction relies heavily on spelling-based methods. Knowledge Gap: Although the Belajar Membaca Tanpa Mengeja (Reading Without Spelling) approach is widely used, empirical evidence regarding its classroom application through a structured learning book remains limited. Aims: This study aimed to examine the effect of implementing a Reading Without Spelling learning book on the early reading ability of children aged 4–5 years at TK Dharma Wanita Persatuan Tawangsari 2. Results: Using a quantitative quasi-experimental nonequivalent control group design with 30 participants, the experimental group achieved a higher mean posttest score (87.00) than the control group (78.11), with t(28) = 2.134 exceeding the critical value of 2.048 at α = 0.05, indicating a significant difference between groups. Novelty: The study evaluates a locally developed literacy book that introduces words holistically without letter-by-letter spelling, supported by visual illustrations and structured progression. Implications: The findings suggest that the Reading Without Spelling book can serve as a practical alternative learning medium for improving early reading ability and enriching literacy instruction in early childhood education settings. Highlights: Experimental participants achieved substantially higher post-assessment scores than peers receiving conventional instruction. Statistical testing confirmed a meaningful difference between the two instructional approaches at the 5% level. Holistic word recognition supported by visual cues corresponded with stronger literacy outcomes. Keywords: Early Reading Ability; Preschool Literacy; Reading Without Spelling; Quasi-Experimental Study; Early Childhood Education  
Flashcard Media and Early Childhood Letter Recognition Achievement: Media Kartu Flash dan Prestasi Pengenalan Huruf pada Anak Usia Dini Hasbi Pical; Luluk Iffatur Rocmah
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.10.2025.12423

Abstract

General Background: Early childhood literacy development plays a fundamental role in preparing children for formal education, particularly in letter recognition as the foundation of reading skills. Specific Background: In many early childhood education settings, children still experience difficulties in identifying and differentiating alphabet letters due to limited use of engaging instructional media. Knowledge Gap: Although various learning media have been implemented in early childhood classrooms, limited classroom action research has systematically examined the use of flashcard media to address letter recognition difficulties in specific institutional contexts. Aims: This study aims to improve early childhood letter recognition skills through the implementation of flashcard media in classroom learning activities. Results: The findings indicate a consistent increase in children’s ability to recognize, mention, and differentiate alphabet letters across action cycles, demonstrating measurable progress from the initial condition to the final cycle. Novelty: The study provides contextual classroom action evidence on structured flashcard implementation within early childhood education settings. Implications: These results suggest that flashcard-based instructional strategies can serve as practical pedagogical alternatives for teachers to support foundational literacy development in early childhood classrooms. Keywords: Flashcard Media, Early Childhood Education, Letter Recognition, Classroom Action Research, Early Literacy Key Findings Highlights: Progressive improvement in alphabet identification across action cycles Increased student participation during structured card-based activities Measurable gains from baseline condition to final evaluation stage
Co-Authors Abda Abda Agustina Kurniawati Aliffiandi, Rizca Aulia Angelina, Vivi Anissa Nurlaila Assyifa, Nadila Awaliyah, Warda Bariyah, Khoirul Choirun Nisak Aulina Dinda Nurmala Dzariyah, Ainun Enik Setiyawati Feri Tirtoni Fitri Nailul Izzah Fitria Eka Wulandari Gita Safitri, Silvia Hasbi Pical Herawati, ina Ida Rindaningsih, Ida ISTIQOMAH, LAILATUL Khofifah, Niswatul Kifayah, Sayyidatul Larasati , Laila Rohma Maratus Sholikha Maulidyah Kusuma Wardani Ma’ruf , Saffaanah Rahma Modjo, Siti Hadija Mufidah, Azmil Nadila Assyifa Nety Nur Kusuma Dewi Noly Shofiyah Nur Amalina Cahyani NUR EFENDI Nur Efendi NUR HIDAYATUS SHOLIHAH Nur Hidayatus Sholihah Nurjannah, Indah Nurlaila, Anissa Nurmala, Dinda Ramadhani, Laila Al Ratih, Elin Salina Reiska Primanisa Retno Nur Hardani Rifki Afandi Rofiqul Halim Septi Budi Sartika Setianingsih, Fika Lia Siti Qomariah Stutik, Ika Ratna Indra Syamsiar, Syamsiar Vanda Rezania Yunita Awwali Salehah Zuhria Qurrotul Aini