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All Journal Jurnal Educhild : Pendidikan dan Sosial JPS Unimus Pedagogia: Jurnal Pendidikan Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Jurnal Penelitian dan Pengembangan Pendidikan Anak Usia Dini Dedication : Jurnal Pengabdian Masyarakat Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Incrementapedia: Jurnal Pendidikan Anak Usia Dini Jurnal Riset dan Inovasi Pembelajaran Jurnal Simki Pedagogia Jurnal Abdimas Bina Bangsa Journal of Education Research Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Proceedings of The ICECRS Procedia of Social Sciences and Humanities DUNIA ANAK: Jurnal Pendidikan Anak Usia Dini Indonesian Journal of Islamic Studies Jurnal Pendidikan dan Pengabdian Masyarakat Dedication : Jurnal Pengabdian Masyarakat Jurnal Pendidikan Anak Usia Dini EJHEAA International Journal Multidisciplinary Journal of Social Comunity Services Kanigara Jurnal Pendidikan Progresif Proceeding of International Conference on Social Science and Humanity Journal of Higher Education and Academic Advancement Academia Open Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Luluk Iffatur Rocmah
Program Studi Pendidikan Guru Pendidikan Anak Usia Dini,Universitas Muhammadiyah Sidoarjo
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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
Role Playing Raises Communication Skills Among Children Aged Four to Five: Bermain Peran Meningkatkan Keterampilan Komunikasi di Kalangan Anak Usia Empat hingga Lima Tahun Qatrunnada Salsabila Rohadatul 'Aisy; Luluk Iffatur Rocmah
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.10.2025.12250

Abstract

General Background: Early childhood is a crucial developmental period where language and interaction abilities support social, emotional, and cognitive growth. Specific Background: Children aged 4–5 years at TKIT Al-Uswah Prigen demonstrated limited verbal participation, difficulty responding to questions, and low engagement in two-way communication due to teacher-centered learning and limited speaking opportunities. Knowledge Gap: Previous studies discussed role-playing in early childhood but rarely focused on macro role-playing integrated with thematic learning and standardized communication indicators for children aged 4–5 years. Aims: This study aimed to increase communication skills of children aged 4–5 years through macro role-playing activities. Results: Classroom Action Research conducted in three cycles showed progressive improvement in communication achievement from 50% in the pre-cycle to 59% in Cycle I, 67% in Cycle II, and 78% in Cycle III, indicating improvement in expressing ideas, listening, and responding using complete sentences. Novelty: The study applies macro role-playing combined with thematic learning and structured observation indicators tailored to early childhood communication development. Implications: The findings provide practical guidance for educators to implement structured role-playing activities to support verbal interaction, vocabulary development, and social communication in early childhood learning environments. Highlights: Structured Dramatization Scenarios Increased Learners’ Ability to Express Ideas and Respond Using Complete Sentences. Repeated Classroom Action Cycles Demonstrated Steady Progress in Listening, Vocabulary Use, and Two-Way Dialogue Participation. Teacher-Guided Thematic Activities Encouraged Confidence and Broader Social Interaction During Learning Sessions. Keywords: Macro Role Playing, Early Childhood Communication, Classroom Action Research, Thematic Learning, Verbal Interaction
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
Differentiated Learning Practices in Cognitive Development of Early Childhood: Praktik Pembelajaran Berdiferensiasi dalam Perkembangan Kognitif Anak Usia Dini Novia Adeline Christie Ottay; Luluk Iffatur Rocmah
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.10.2025.12757

Abstract

General Background Early childhood education plays a critical role in establishing foundational cognitive abilities during the early developmental period. Specific Background Children aged 4–5 years require learning approaches that accommodate differences in readiness, interests, and learning styles to support cognitive growth. Knowledge Gap Although differentiated learning has been widely discussed in early childhood contexts, limited studies specifically describe its classroom implementation alongside supporting and inhibiting factors in early childhood institutions. Aims This study aims to describe the implementation of differentiated learning and identify supporting and inhibiting factors in developing cognitive development of children aged 4–5 years at TK Dharma Wanita Persatuan Tawangsari 2. Results Using a descriptive qualitative approach through observation, interviews, and documentation, the findings show that differentiated learning is implemented through curriculum-based planning, thematic play-based activities, and continuous developmental evaluation, with cognitive development supported by differentiated activities in literacy, numeracy, and arts. Supporting factors include teacher pedagogical competence, adaptive learning environments, parental support, and available learning facilities, while inhibiting factors involve limited infrastructure, diverse child backgrounds, and varying levels of parental involvement. Novelty This study provides a contextual description of differentiated learning practices integrated with density-based activities in early childhood classrooms. Implications The findings offer practical insights for early childhood educators and institutions in designing adaptive learning environments and strengthening collaboration between teachers, schools, and parents to support cognitive development in early childhood settings. Highlights: Differentiated activities were applied across literacy, numeracy, and arts based on children’s readiness levels. Teacher competence and adaptive classroom environments supported children’s cognitive growth. Infrastructure limitations and uneven parental involvement constrained classroom practices. Keywords: Early Childhood Education, Differentiated Learning, Supporting, Inhibiting Factors.
Worm Pick Media Increases Early Childhood Numeracy Achievement: Worm Pick Media Meningkatkan Prestasi Numerasi Anak Usia Dini Putri Rizky Nur Fadhilah; 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.10.2025.12774

Abstract

General Background: Early childhood education represents a critical developmental phase in which cognitive abilities, including numeracy skills, require appropriate stimulation during the golden age period. Specific Background: Children aged 4–5 years at Mutiara Anak Sholeh Sukodono Kindergarten demonstrated low counting ability, indicating the need for appropriate instructional media to support learning activities. Knowledge Gap: Limited classroom-based evidence exists regarding the use of interactive manipulative learning media to support counting skill development among preschool children. Aims: This study aims to examine the use of Worm Pick learning media to support numeracy development among children aged 4–5 years. Results: This study applied Classroom Action Research using observation and interview techniques. Initial observation indicated that children’s counting ability was categorized as low with a percentage of 6.25% in the pre-cycle. Implementation of Worm Pick learning media increased children’s numeracy performance to 31.25% in cycle I and 87.5% in cycle II, demonstrating progressive improvement across learning stages. Novelty: The study introduces the application of Worm Pick as a hands-on instructional medium integrated into structured classroom action cycles for preschool numeracy development. Implications: The findings provide practical guidance for early childhood educators in utilizing interactive manipulative media to support cognitive learning processes and strengthen numeracy instruction strategies in kindergarten settings.  Highlights: Interactive Counting Tool Demonstrated Progressive Percentage Growth Across Learning Cycles. Baseline Assessment Indicated Very Low Mathematical Readiness Among Participants. Structured Intervention Stages Supported Measurable Developmental Progression. Keywords: Worm Pick Learning Media, Preschool Numeracy, Classroom Action Research, Manipulative Learning Tools, Kindergarten Cognitive Development
Co-Authors AA Sudharmawan, AA Abda Abda Adibah, Sarah Agustina Kurniawati Al Aliya, Isna Syaiyada Aliffiandi, Rizca Aulia Angelina, Vivi Anggriani, Yasmin Pipin 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 Hafida Kurnia Rahmasari Handika, Edy Arizul Hasbi Pical Herawati, ina Husniah, Mufarihun Nuril Ida Rindaningsih, Ida Ika Ratna Indra Astutik Indrakurniawan, Machful ISTIQOMAH, LAILATUL Khofifah, Niswatul Kifayah, Sayyidatul Larasati , Laila Rohma Maratus Sholikha Maulidyah Kusuma Wardani Ma’ruf , Saffaanah Rahma Modjo, Siti Hadija Nadila Assyifa Nety Nur Kusuma Dewi Noly Shofiyah Novia Adeline Christie Ottay Nur Amalina Cahyani NUR EFENDI Nur Efendi NUR HIDAYATUS SHOLIHAH Nur Hidayatus Sholihah Nurjannah, Indah Nurlaila, Anissa Nurmala, Dinda Putri Rizky Nur Fadhilah Qatrunnada Salsabila Rohadatul 'Aisy Ramadhani, Laila Al Ratih, Elin Salina Reiska Primanisa Retno Nur Hardani Ria Wulandari Rifki Afandi Rofiqul Halim Sabrina Rizky Amalia Septi Budi Sartika Setianingsih, Fika Lia SetiaWati, Dina Candra Eka Siti Qomariah Stutik, Ika Ratna Indra Umyati Vanda Rezania Yunita Awwali Salehah Zahrotun Nisa’ , Gitsa Zuhria Qurrotul Aini