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Hubungan Menonton Video Youtube Dengan Kemampuan Komunikasi Anak Usia 5 -6 Tahun Siti Amaliah; Kristiana Maryani; Siti Khosiah
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 1 (2022): Juni 2022
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i1.5794

Communication is a variety of opinions and emotions. Communication is used by: code, reaction, verbal and nonverbal, but communication is very familiar in the form of speech. The media that children are most interested in is YouTube, usually YouTube videos are made up of mixture of pictures and songs that children like the most. This study aims to determine wheter there is a relationship between watching YouTube videos and the communication skills of children aged 5-6 years in Ketileng Village, Cilegon District, Cilegon City-Banten. The method used in this study is quantitative correlation, sampling using purposive sampling with a sample of 46 children in early childhood education institutions Ketileng Village. The results of this study indicate that thevalueofsig(2-tailed) is 0.001<0.005, so it can be concluded that there is a relationship between watching YouTube videos and the communication skills of children aged 5-6 years in Ketileng Village, Cilegon District, Cilegon City-Banten. With a correlation value of 0.0469 means that it has a stong relationship watching YouTube videos with the communication skills of children aged 5-6 years. Keywords: communication skills, watching YouTube videos, children aged 5-6 years References Andika, Y., & Sunarti, V. (2018). Hubungan Antara Komunikasi Keluarga dengan Kemampuan Bicara Anak Usia Dini Desa Rambai. Jurnal Pendidikan Luar Sekolah, 6(4), 547–554. Atin, R., & Priyantoro, D. E. (2021). Pentingnya Penanaman Nilai-Nilai Agama Pada Pendidikan Anak Usia Dini Dalam Perspektif Al-Quran. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 1–16. Damayanti, E., & Nasrul, M. A. (2020). Capaian Perkembangan Fisik Motorik Dan Stimulasinya Pada Anak Usia 3-4 Tahun. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 5(2), 67–80. Departemen Pendidikan Nasional (Depdiknas). (2003). Undang-udang RI No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. pusdiklat.perpusnas.go.id. Departemen Pendidikan Nasional (Depdiknas). (2007). Standar Isi Pendidikan Anak Usia Dini. Pusat Kurikkulum Balitbang Depdiknas 2007. Hamdi, A. S., & Bahruddin, E. (2014). Metode Penelitian Kuantitatif Aplikasi dalam Pendidikan (A. Anas (ed.)). Deepublish. Huliyah, M. (2016). Pengembangan Daya Seni Pada Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 149–164. Imroatun, I. (2018). Alternatif Media Pengembangan Literasi Baca Tulis Berbahasa Nasional bagi Siswa Raudlatul Athfal AH-. Al Hikmah Proceedings on Islamic Early Childhood Education, 1(April), 103–112. Imroatun, I., Widat, F., Fauziddin, M., Farida, S., Maryam, S., & Zulaiha. (2021). Youtube as a Media for Strengthining Character Education in Early Childhood. Journal of Physics: Conference Series, 1779(1), 012064. https://doi.org/10.1088/1742-6596/1779/1/012064 Janah, M. M., Fadhli, M., & Kristiana, D. (2019). Hubungan Intensitas Menonton Youtube dengan Perkembangan Sosial Emosional Anak Usia 5-6 Tahun. Jurnal Ilmiah Maha Siswa Universitas Muhammadiyah Ponorogo, 3(2), 110–116. Mulyani, N. (2019). Pengembangan Kreativitas Anak Usia Dini Melalui Bermain Gerak Dan Lagu Di TK Negeri Pembina Kabupaten Purbalingga. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 4(1), 13–24. Mulyani, Y., & Gracinia, J. (2013). Kemampuan Berbahasa, Sains & Matematika. Elex Media Komputindo. Musfiqon, M. (2012). Panduan Lengkapn Metodologi Penelitian Pendidikan. Prestasi Pustaka. Pujianti, R., Sumardi, S., & Mulyadi, S. (2021). Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Selama Pembelajaran Jarak Jauh Di Raudhatul Athfal. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 117–126. https://doi.org/10.32678/AS-SIBYAN.V6I2.4919 Putra, A., & Patmaningrum, D. A. (2018). Pengaruh Youtube di Smartphone Terhadap Perkembangan Komunikasi Interpersonal Anak. Jurnal Penelitian Komunikasi, 21(2), 159–172. Sugiyono. (2015). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta. Susanto, A. (2019). Bimbingan & Konseling di Taman Kanak-kanak (A. Susanto (ed.); Ke-1). PRENADAMEDIA GROUP. Sutarti, T., & Astuti, W. (2021). Dampak Media Youtube dalam Proses Pembelajaran dan Pengembangan Kreatifitas Bagi Kaum Milenial. Jurnal Widya Aksara, 26(1), 89–101. Widyaningtyas, W., Shari, D., Saleh, N. R., & Asmara, B. (2021). Menigkatkan Kemampuan Kognitif Mengenal Bentuk Geometri Melalui Media Bahan Alam Batu Pelangi. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 41–52. https://doi.org/10.32678/AS-SIBYAN.V6I1.2940

Peran Supervisi Akademik di TK Pembangunan Swasembada Anyar Serang Banten: The Role of Academic Supervision at Pembangunan Swasembada Kindergarten in Anyar, Serang, Banten Risa Latus Sulam; Siti Khosiah; Cucu Atikah
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 6 No. 2 (2024)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v6i2.3520

Academic supervision is a coaching effort that is carried out systematically with the aim of improving the quality of learning. This study aims to determine the role of school principals in carrying out academic supervision activities. This study uses a descriptive qualitative research method. With data sources coming from the school principal and 5 teachers at the Anyar Serang Banten Self-sufficient Development Kindergarten. The process of collecting data using the technique of collecting sources, namely observation, interviews, documentation. The data is then analyzed by data reduction, data presentation, and conclusions. The results of this study indicate that the role of academic supervision has been carried out well, but not fully optimal. The indicators are: (1) implementation is carried out according to plan, (2) based on the principle of academic supervision, (3) using class visit techniques, (4) there are teacher assessment instruments, (5) coaching in the form of motivational directions and participation in training, workshops , and seminars. As for what has not been implemented properly, namely not carrying out follow-up academic supervision. The supporting factors for academic supervision are trust and relationships, while the inhibiting factors are the lack of facilities and sufficient time. ABSTRAK Supervisi akademik adalah usaha pembinaan yang dilakukan secara sistematis bertujuan memperbaiki kualitas pembelajaran. Penelitian ini bertujuan untuk mengetahui peran kepala sekolah dalam melaksanakan kegiatan supervisi akademik. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Dengan sumber data berasal dari kepala sekolah beserta 5 orang guru di TK Pembangunan Swasembada Anyar Serang Banten. Proses pengumpulan data menggunakan teknik triangulasi sumber yaitu observasi, wawancara, dokumentasi. Data tersebut kemudian dianalisis dengan reduksi data, penyajian data, dan kesimpulan. Hasil penelitian ini menunjukkan bahwa peran supervisi akademik sudah terlaksana dengan baik, namun sepenuhnya belum optimal. Adapun indikatornya yaitu: (1) pelaksanaan dilakukan sesuai perencanaan, (2) berlandaskan pada prinsip supervisi akademik, (3) menggunakan teknik kunjungan kelas, (4) terdapat instrumen penilaian guru, (5) pembinaan berupa arahan motivasi dan diikutsertakan mengikuti pelatihan dan workshop. Adapun yang belum terlaksana dengan baik yaitu tidak melakukan tindak lanjut supervisi akademik. Adapun faktor pendukung supervisi akademik yaitu kepercayaan dan hubungan, sedangkan faktor penghambatnya adalah fasilitas dan waktu yang kurang cukup.

Implementasi Kegiatan Bercocok Tanam dalam Pembelajaran Sains Anak Usia 4-6 Tahun (Penelitian Kualitatif Deskriptif di TK Kemala Bhayangkari 05 Serang Banten) Alfia Batshila; Siti Khosiah; Tri Sayekti
Asian Journal of Early Childhood and Elementary Education Vol 4 No 2 (2026): Asian Journal of Early Childhood and Elementary Education
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ajecee.v4i2.9277

Science learning in early childhood often remains abstract and provides limited direct experience, so children’s involvement in the learning process has not yet been optimal. Therefore, contextual and real experience-based learning activities are needed, one of which is planting activities. This study aims to describe the implementation of planting activities in science learning for children aged 4–6 years at TK Kemala Bhayangkari 05 Serang, Banten. This study employed a qualitative approach with a descriptive method. The research subjects consisted of teachers, the principal, and children aged 4–6 years. Data were collected through observation, interviews, and documentation, and were then analyzed through the stages of data reduction, data display, and conclusion drawing, with data validity tested using source and technique triangulation. The results showed that the implementation of planting activities was carried out through three main stages, namely planning, implementation, and learning evaluation. This activity was able to increase children’s active involvement in science learning and develop science process skills, such as observing, asking questions, and communicating observation results. Children were also able to understand the concepts of plant growth and the needs of living things more concretely. In addition, planting activities fostered environmental awareness and responsibility in children. Thus, planting activities can become an effective, contextual, and meaningful science learning strategy for early childhood. The implications of this study indicate that science learning based on direct experience can improve the quality of learning and encourage teachers to develop more creative and environment-based learning activities.

LITERASI AL-QUR’AN ANAK USIA DINI MELALUI METODE UMMI (Studi Kualitatif Deskriptif di TK Bunayya Islamic Pre School Kebayoran Lama Jakarta selatan) Lathofah Marha; Fadlullah; Siti Khosiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55183

This study aims to describe the implementation of early childhood Quranic literacy through the Ummi method, identify supporting and inhibiting factors in its implementation, and determine the results of its implementation at Bunayya Islamic Preschool Kindergarten in Kebayoran Lama, South Jakarta. The study used a descriptive qualitative approach with research subjects including the principal, the Ummi method coordinator, teachers, and students. Data were collected through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. Data validity was carried out through triangulation, member checks, extended observations, and peer discussions. The results showed that the implementation of Quranic literacy through the Ummi method has been carried out in a structured, systematic manner, and in accordance with the Ummi Foundation quality standards. Learning is carried out through appropriate planning, grouping students based on their reading ability, the use of classical and individual strategies, and the use of interesting learning media. Supporting factors include the competence of certified teachers, regular supervision, adequate learning facilities, and school support. Inhibiting factors include limited classroom space, children's easily distracted concentration, and lack of repetition of reading at home. The results of the implementation show the child's ability to recognize hijaiyah letters, read with correct makhraj, use Ummi's typical rhythm, master basic Arabic numbers, and show a positive attitude and love for the Koran. In conclusion, Ummi's method is effective in increasing Al-Quran literacy in early childhood. Keywords: Al-Quran literacy, early childhood, Ummi method, Al-Quran learning.

IMPLEMENTASI PEMBELAJARAN MITIGASI BENCANA BERBASIS KEGIATAN BERMAIN PERAN PADA ANAK USIA 5–6 TAHUN DI TK NEGERI PEMBINA PANDEGLANG Sinta Nurlaila; Siti Khosiah; Isti Rusdiyani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55683

Indonesia is a country with a high level of disaster risk; therefore, disaster mitigation education needs to be introduced from an early age. This study aimed to describe the implementation of disaster mitigation learning through role-playing activities for children aged 5–6 years at TK Negeri Pembina Pandeglang. This research employed a qualitative descriptive approach with a case study design. The research subjects consisted of the principal, classroom teacher, and children in Group B3 aged 5–6 years. Data were collected through observation, interviews, documentation, and field notes. Data analysis used the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that learning planning was carried out through the preparation of teaching modules based on the Merdeka Curriculum by integrating disaster mitigation materials into learning activities. The implementation of learning was conducted through role-playing and simulation activities that provided direct learning experiences for children. The results showed that most children were able to recognize basic disaster mitigation concepts, understand self-protection measures, follow teacher instructions, and actively participate in learning activities. Supporting factors included school support, teacher collaboration, parental involvement, and the availability of learning facilities and media. Inhibiting factors included differences in children's characteristics, limited learning media, and school environmental conditions that required intensive supervision. The implementation of disaster mitigation learning through role-playing activities provided meaningful learning experiences and helped improve children's disaster preparedness. Keywords: disaster mitigation, role play, disaster preparedness, early childhood education.

IMPLEMENTASI KEGIATAN KESEIMBANGAN DI SENTRA SPORT AND DANCE UNTUK MELATIH MOTORIK KASAR ANAK USIA 4-5 TAHUN DI TKIT IQRA SERANG-BANTEN Putri Lailiatul Fijriah; Siti Khosiah; Luluk Asmawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55686

This study aims to analyze the implementation of balance activities in the sport and dance center to train the gross motor skills of children aged 4-5 years at TKIT IQRA, Serang, Banten. A descriptive qualitative method was used, involving the sport and dance center teacher, the school principal, and 16 children from two Group A classes as research subjects. Data were collected through observation, interviews, documentation, and field notes, then analyzed through data reduction, data display, and conclusion drawing. The results show that the implementation of balance activities ran well through three stages: planning, implementation, and evaluation. In the planning stage, the teacher prepared a teaching module and selected appropriate balance activities. Implementation followed four scaffolding stages: setting up the play environment, briefing before play, guiding during play, and reviewing after play. Evaluation was carried out through direct observation and a checklist assessment. Supporting factors included adequate facilities, infrastructure, and learning media, while inhibiting factors included weather conditions, differences in children's abilities, health conditions, and limited attention during the activity. Overall, most children were able to perform the balance activities optimally, although a few still required further guidance, indicating that the balance activities at the sport and dance center effectively supported gross motor development in children aged 4-5 years.

LITERASI KESEHATAN UNTUK MELATIH KEMANDIRIAN ANAK USIA 4–5 TAHUN DI TK PUTRA II SERANG-BANTEN Laila Luzaini Wafa; Siti Khosiah; Fahmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56610

Independence is one of the important developmental aspects that needs to be trained from the age of 4–5 years, since at this age children begin to be able to carry out various basic activities without fully depending on adults. In reality, however, many young children are still accustomed to receiving excessive assistance from parents or caregivers, so their independence has not developed optimally. This study aims to describe the implementation of health literacy in training the independence of children aged 4–5 years and to identify teachers' strategies in supporting the development of that independence at TK Putra II Serang, Banten. The study used a descriptive qualitative approach with data collected through observation, interviews, and documentation involving children in Group A, classroom teachers, and the school principal. Data were analyzed through data reduction, data display, and conclusion drawing, and their validity was tested through source and technique triangulation. The results show that health literacy at TK Putra II Serang is implemented through habituation of clean and healthy living behaviors such as handwashing, disposing of waste properly, maintaining personal and environmental cleanliness, an "ant operation" cleaning activity, the 5M waste-management activity, and periodic health programs conducted in cooperation with the local community health center. These habituations consistently shape children's independence, evident in their ability to care for themselves, manage personal belongings, and follow school routines without constantly relying on the teacher. Teachers' strategies to support children's independence include using enjoyable methods such as songs, games, and direct practice, providing gradual assistance, giving positive reinforcement, and collaborating with parents and the school principal. The study concludes that health literacy implemented consistently in daily activities can serve as an effective strategy for training the independence of young children.

IMPLEMENTASI LAGU EDUKASI ANTI BULLYING UNTUK PERILAKU PROSOSIAL ANAK USIA 5-6 TAHUN DI TK IT RAUDHATUL JANNAH CILEGON, BANTEN Hermas Syaripah Huban; Siti Khosiah; Fahmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.57186

This study was motivated by the emergence of less prosocial behavior among early childhood learners, such as mocking friends, fighting over toys, and difficulties in cooperating. The study aimed to describe the implementation of anti bullying educational songs for prosocial behavior in children aged five to six years at TK IT Raudhatul Jannah Cilegon, Banten. This study used a qualitative method with a descriptive approach. The research subjects were group B teachers. Data were collected through observation, interviews, and documentation. Data analysis used the Miles and Huberman model through data reduction, data presentation, and conclusion drawing. The results showed that the implementation of anti bullying educational songs was carried out through planning, implementation, and evaluation stages. Educational songs were used as learning media to develop prosocial behavior such as respecting others, helping friends, cooperating, apologizing, and using polite words. Teachers acted as facilitators, guides, motivators, and role models during the learning process. The implementation of anti bullying educational songs had a positive influence on the development of children’s prosocial behavior through enjoyable and interactive learning activities.

IMPLEMENTASI PROGRAM MBG DALAM PENANAMAN KARAKTER RELIGIUS KELOMPOK B DI RA AL – IZZAH KOTA SERANG Ninis Dwi Nurhaeny; Isti Rusdiyani; Siti Khosiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58688

This study aims to describe the implementation of the MBG Program in fostering religious character among Group B at RA Al-Izzah in Serang City. This study employs a descriptive qualitative approach. Data collection techniques were conducted through observation, in-depth interviews with teachers and the principal, documentation, and field notes. Data analysis referred to the Miles and Huberman interactive model, which includes data reduction, data presentation, and drawing conclusions or verification. The results of the study indicate that the implementation of MBG at RA Al-Izzah has been carried out in a structured and integrated manner within daily routines, encompassing the planning, implementation, and evaluation stages in accordance with the school’s Standard Operating Procedures (SOP). Through shared school meals, the program successfully instilled six core religious character values: prayer, gratitude, discipline, responsibility, proper table manners, and social compassion. Factors supporting the program’s success include foundation support (self-sufficient kitchen), strong team collaboration, adequate facilities, appealing menus, and collaboration with parents. Meanwhile, the main barriers are children’s food preferences (particularly refusal to eat vegetables), menu monotony, and budget constraints. The school overcomes these challenges through a non-coercive, persuasive approach, consistent habit-building, and providing feedback to service providers to improve menu variety. It is concluded that the MBG Program at RA Al – Izzah not only serves to meet nutritional needs but has transformed into a meaningful, effective, and sustainable medium for religious character education for early childhood. Keywords: Implementation, MBG, Religious Character, Early Childhood Education

PERAN GURU DALAM MENGENALKAN GERAKAN SHALAT MELALUI MEDIA FLASH CARD BERGAMBAR PADA ANAK USIA 5-6 TAHUN DI TK AL-MUHAJIRIN CILEGON, BANTEN Ayu Ningsih Husaini; Siti Khosiah; Fahmi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60660

The background of this research titled "The Role of Teachers in Introducing Prayer Movements Thru Illustrated Flash Cards to 5-6 Year Old Children at Al-Muhajirin Kindergarten, Cilegon, Banten." The role of teachers in teaching and learning activities is very important in creating engaging activities that are suitable for the characteristics of early childhood. Early childhood children require concrete learning media, such as illustrated flash cards, which can be used to help introduce prayer movements to children. The purpose of this research is to describe the role of teachers in introducing prayer movements thru illustrated flash cards to children aged 5-6 years at TK Al-Muhajirin Cilegon and to assess the prayer movement abilities of children aged 5-6 years. This research uses a qualitative method with a descriptive approach. The research subjects consist of imtak center teachers and children aged 5–6 years at TK Al-Muhajirin Cilegon, Banten. Data collection techniques were carried out thru observation, interviews, and documentation. Data analysis was conducted thru the stages of data reduction, data presentation, and conclusion drawing. The validity of the data is obtained thru triangulation of sources and techniques. The research results show that teachers play the roles of planners, implementers, facilitators, motivators, and evaluators in the activities of introducing prayer movements. The teacher utilizes illustrated flash cards to help children recognize the sequence of prayer movements more easily and engagingly. The use of such media can enhance children's attention, interest, and enthusiasm during the learning process. In addition, children find it easier to understand and practice the movements of prayer correctly according to the teacher's instructions. The success of the learning process is supported by the use of engaging media, teaching methods that align with the child's development, direct demonstrations by the teacher, and consistent teacher guidance. Based on the research results, it can be concluded that the role of the teacher in introducing prayer movements thru illustrated flash cards is very important and influential in the understanding and ability of 5–6-year-old children to perform prayer movements as part of the prayer program. Illustrated flash cards have proven to be an effective tool in assisting the religious learning process for young children.

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