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All Journal PeTeKa NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Abdi Ilmu Jurnal Pendidikan dan Konseling Majalah Ilmiah Warta Dharmawangsa Hikmah Jurnal Kajian Anak (J-Sanak) Early Childhood Research and Practice Jurnal Kewarganegaraan Journal of Language Education Innovative: Journal Of Social Science Research JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah International Journal of Studies in International Education Jurnal Konseling Komprehensif: Kajian Teori dan Praktik Bimbingan dan Konseling Proceeding Of International Conference On Education, Society And Humanity International Journal of Society and Law Jurnal Pendidikan Anak Usia Dini Compass: Journal of Education and Counselling
Rita Nofianti
Pendidikan Islam Anak Usia Dini Universitas Pembangunan Panca Budi Medan
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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THE ROLE OF TEACHERS IN INCREASING LEARNING INTEREST IN EARLY CHILDHOOD Nofianti, Rita; Siregar, Maragustam
Tunas Siliwangi Vol 11 No 1 (2025): VOL 11 N0 1, APRIL 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v11i1.5922

Abstract

The title of this research is "The Role of Teachers in Enhancing Early Childhood Learning Interest." The purpose of this study is to explain how teachers contribute to increasing students' interest in learning. The research method used is qualitative descriptive. The population in this study is referred to as a social situation, consisting of teachers and the school principal. The sampling technique used is purposive sampling. The data collection methods include interviews, observations, and documentation. Data analysis is conducted using qualitative descriptive analysis. The research findings conclude that the teacher's role in increasing students' learning interest consists of three roles: innovator, facilitator, and motivator. As an innovator, the teacher continuously introduces new innovations in the learning process, specifically by implementing the dramatization method. Dramatization is an innovative learning method that can enhance students' interest in learning. As a facilitator, the teacher provides learning materials for students, helping to improve their learning interest. As a motivator, the teacher encourages students to engage in learning, fostering a strong and high level of learning interest.
Physical Games as a Learning Medium for Early Childhood to Improve Gender-Responsive Education Rita Nofianti; Nurhalimah Tambunan; Anggun Febri Purwanti
International Journal of Society and Law Vol. 3 No. 3 (2025): December 2025
Publisher : Yayasan Multidimensi Kreatif

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Abstract

Gender-responsive education in early childhood is a crucial aspect in shaping equal understanding of gender roles in society. Research shows that even before the age of three, children begin to acquire cultural gender stereotypes through their interactions with adults and peers, and by the age of six, children have already formed gender biases regarding intelligence and expected roles of boys and girls. This study examines the role of physical games as an effective learning medium to introduce gender-responsive concepts to early childhood (ages 4–6). Using a mixed-method approach with a pre-post intervention design, the study involved 75 children across 4 early childhood education institutions over 16 weeks. The results indicate that physical games designed with gender-responsive principles significantly improve children’s understanding of role equality (p < 0.05), reduce gender stereotypes by 41%, and foster inclusive social skills. These findings align with the need to provide inclusive physical activity opportunities that accommodate children’s factors such as self-esteem, cultural beliefs, ability levels, peer evaluation, and gender diversity. This research provides important contributions to the development of a more inclusive and gender-responsive early childhood education curriculum..
PENDIDIKAN RESPONSIVE GENDER MELALUI PENGASUHAN ORANGTUA UNTUK ANAK USIA DINI DI RA AL-IKHLAS KONGGO KECAMATAN SUNGGAL KAB DELI SERDANG. Nofianti, Rita; Munisa, Munisa; Dewi, Sri Kesuma
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 2 (2024): Volume 7 No. 2 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i2.26543

Abstract

Pendidikan Responsif Gender merupakan pendekatan yang penting dalam pengasuhan anak usia dini, terutama di Raudhatul Athfal (RA), untuk menciptakan lingkungan yang inklusif dan mendukung perkembangan anak secara holistik. Penelitian ini bertujuan untuk mengkaji praktik pengasuhan orangtua dalam menerapkan pendidikan responsif gender di RA Al-Ikhlas Konggo. Metode penelitian yang digunakan adalah studi kasus dengan pendekatan kualitatif. Data dikumpulkan melalui wawancara mendalam, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa orangtua di RA Al-Ikhlas Konggo memiliki kesadaran yang tinggi terkait pentingnya pendidikan responsif gender dalam pengasuhan anak. Mereka menggunakan pendekatan yang inklusif dan memberikan perhatian khusus terhadap perbedaan gender dalam memperlakukan anak-anak. Selain itu, orangtua juga aktif dalam memberikan pemahaman pada anak-anak tentang kesetaraan gender dan mengajarkan nilai-nilai kesetaraan melalui contoh nyata dalam kehidupan sehari-hari. Implikasi dari penelitian ini adalah pentingnya peran orangtua dalam mendorong pendidikan responsif gender di lingkungan pendidikan anak usia dini, serta perlunya dukungan dari lembaga pendidikan dan pemerintah dalam menyediakan pelatihan dan sumber daya yang mendukung implementasi pendidikan responsif gender.
Implementation of the Arts Center Approach in Increasing Early Childhood Creativity in Integrative Holistic Early Childhood Education Rita Nofianti; Siti Latifah; Rabiatul Adawiyah
International Journal of Studies in International Education Vol. 2 No. 4 (2025): November : International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v2i4.435

Abstract

This study aims to describe the implementation of the art center approach in increasing early childhood creativity in Integrative Holistic Early Childhood Education. The art center approach is one of the child-centered learning strategies, by providing freedom of expression through art activities such as drawing, painting, dancing, and playing music. This study uses a qualitative method with a descriptive approach. The research subjects consist of teachers and children aged 4–6 years in Integrative Holistic Early Childhood Education. Data was collected through observation, interviews, and documentation, then analyzed with stages of data reduction, data presentation, and conclusion drawn. The results of the study show that the implementation of the art center approach in Integrative Holistic PAUD is able to foster aspects of children's creativity, including the ability to imagine, experiment with art media, and express ideas originally. In addition, the role of teachers as facilitators is very important in providing stimulation, a supportive environment, and appreciation of children's work. In conclusion, the art center approach is effective in developing early childhood creativity if applied consistently, with the support of facilities, media, and mentoring that are appropriate to the stage of child development.
Pendidikan Responsive Gender Usia 5-6 Tahun Melalui Permainan Fisik Untuk Anak Usia Dini Nofianti, Rita; Nurhalimah Tambunan; Purwanti, Anggun Febri
Jurnal Kajian Anak (J-Sanak) Vol. 7 No. 01 (2025): Jurnal Kajian Anak (J-Sanak)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/j-sanak.v7i01.9850

Abstract

The problem in this study is the gap in the number of children between boys and girls which causes gender discrimination in every learning process in the classroom. Thus, it causes low interest in learning in children and can affect children's learning activities during school. The purpose of this study was to be able to analyze children's interests through physical games that differentiate between girls and boys. So that children do not discriminate between genders in playing and learning. The research method used a descriptive qualitative approach. The research subjects consisted of 30 children aged 5-6 years (15 boys and 15 girls), 3 early childhood education teachers, and 2 principals in two kindergartens. The research instruments included structured observation guidelines, semi-structured interview guidelines, field note sheets, and visual documentation. Data collection techniques used participatory observation, in-depth interviews, and documentation carried out for 3 months. Data analysis used the thematic analysis model of Braun and Clarke (2006) with the stages of data familiarization, initial coding, theme search, theme review, theme definition, and report preparation. With this method, researchers will obtain complete information about gender-responsive education. The results of the study show that the implementation of physical games designed with gender responsive principles can increase by providing equal opportunities for boys and girls to develop gross motor skills, self-confidence, and social skills without being limited by gender stereotypes. The implementation of physical games has been proven to increase gross motor development by 90% in girls and 85% in boys in the aspect of balance, increase children's confidence and self-efficacy in exploring physical activities without gender limitations, develop social skills and the ability to cooperate in heterogeneous groups, and help break down gender stereotypes through the understanding that abilities are not determined by gender but by individual effort and interest.
Partners in Play: Examining Parent-Teacher Collaboration on Preschoolers’ Cognitive Growth Rita Nofianti; Nofianti, Rita; Waeno, Mahamadaree
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.104-07

Abstract

This study investigates how deliberate, play-centred collaboration between parents and preschool teachers influences children’s cognitive development, addressing a research gap on coordinated home–school play strategies in Indonesian early childhood settings. Using a mixed-methods quasi-experimental design, 92 preschoolers (M = 5.1 years), 8 classroom teachers, and 92 parents from 4 urban preschools participated in an 8-week Partners in Play intervention. Parent–teacher dyads co-planned weekly play modules aligned with Vygotskian guided-play principles. Children’s working memory, verbal reasoning, and cognitive flexibility were assessed using adapted WPPSI-IV subtests before and after the intervention. At the same time, observational rubrics and parent play logs triangulated quantitative gains with qualitative insights. ANCOVA was used to test mean-score differences, and thematic coding in NVivo 14 examined communication patterns. Children in the intervention group outperformed controls in working memory (η² = 0.18) and cognitive flexibility (η² = 0.12). At the same time, gains in verbal reasoning approached significance (p = .07). Qualitative findings identified three reinforcing mechanisms: a shared play language that scaffolded metacognition; consistent cognitive challenges across home and school contexts; and reciprocal feedback loops that enabled weekly refinement of play activities. Reported barriers included limited parental time and teachers’ initial uncertainty in co-designing home-based activities. Although the modest sample size and urban focus limit generalisability, the findings offer an evidence-based, low-cost implementation model for early childhood programmes through brief co-planning workshops, a shared play glossary, and simple progress-sharing tools. This study contributes to broader debates on home–school partnership and play-based learning in early childhood education by providing experimental evidence that structured parent–teacher collaboration functions as an active cognitive scaffold within guided play, and is relevant beyond Indonesia because similar challenges of fragmented learning environments and uneven family engagement are evident across diverse ECE contexts.
The Risks of Narkolema (Visual-Based Narcotic Effects) on Children Munisa Munisa; Rita Nofianti; Rika Widya
Jurnal Pendidikan Anak Usia Dini Vol. 1 No. 2 (2026): Maret 2026
Publisher : CV. Raskha Media Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64803/jupaud.v1i2.129

Abstract

Narkolema (narcotics through visual exposure) refers to the exposure of children to visual content that is inappropriate for their developmental stage, such as violence, pornography, and excessive use of digital media. Children are in a highly plastic stage of brain development; therefore, visual stimuli received through the sense of sight play a crucial role in shaping cognitive functions, emotional development, and behavior. Addictive and overstimulating visual exposure can affect attention systems, emotional regulation, and self-control in children. This study aims to examine the dangers of narkolema on child development from the perspectives of neuroscience and developmental psychology. The method employed was a literature review using a qualitative descriptive approach based on relevant scientific sources. The findings indicate that uncontrolled visual exposure can disrupt the balance between the limbic system and the prefrontal cortex, resulting in increased impulsive behavior, difficulties in concentration, and emotional instability. Therefore, active involvement of parents and educators is essential through guidance and the strengthening of digital literacy to protect children from the negative impacts of narkolema.
Developing Early Childhood’s Fine Motor Skills through Various Learning Activities: A Study Case at Ummul Habibah Pre-School, Klambir V Kebun Village Rita Nofianti; Abdi Syahrial Harahap; Nursaida Yanti
COMPASS: Journal of Education and Counselling Vol. 2 No. 1 (2024): Compass: Journal of Education and Counselling, Juni 2024
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v2i1.603

Abstract

Fine motor is a movement that only involves certain parts of the body and is carried out by small muscles such as skills using fingers and precise wrist movements. Motor development in early childhood can be done by developing children's creativity. Childhood has the potential to master various skills in conquering the surrounding environment so that in developing their skills, children always do various fun activities that are carried out repeatedly, therefore, children are very happy in doing activities in developing motor skills. This research was done in describing kinds and benefits of activities which can be done to develop earl childhood’s fine motor skills. Through library research, this study employed a descriptive qualitative methodology and the literature study method. It was found that the better the child's fine motor movements, the more creative the child can be, such as cutting paper and weaving paper, but not all children have the maturity to master the skills at the same stage. In performing fine motor movements, children also need the support of physical skills and mental challenges. Early childhood fine motor skills can be improved through various activities using various media that have been provided by the teacher concerned. Through collage activities with various materials, folding origami paper, and also painting with fingers has been proven to be able to improve fine motor skills in early childhood.
Penerapan Permainan Tradisional Sebagai Media Stimulasi untuk Mengembangkat Teori Burner (Classroom Action Research di PAUD Ummul Habibah Kelambir V Medan) Rita Nofianti
Jurnal Kewarganegaraan Vol 9 No 2 (2025): Desember 2025
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i3.3989

Abstract

AbstrakPenelitian ini didasari dengan rendahnya kemampuan kogitif anak usia dini yang ada di PAUD Ummul Habibah Kelambir V Medan. Factor penyebab nya ialah kurang menariknya media pembelajaran yang diberikan oleh guru, sehingga anak bosan dan jenuh setiap kali diadakan proses pembelajaran, yang akibatnya perkembangan kognitif anak usia dini yang ada di PAUD Ummul Habibah Kelambir V Medan sangat rendah. Teori bruner adalah salah satu teori belajar yang lebih menekankan pada perkembangan kognitif anak, perkembangan kognitif anak merupakan kemampuan yang salah satunya ialah mengelompokkan benda yang mempunyai persamaan warna, bentuk dan ukuran, mencocokkan lingkaran, segitiga, dan segi empat serta mengenal dan menghitung angka. Penelitian ini bertujuan untuk mengembangkan perkembang kognitif melalui permainan tradisional sebagai salah satu media untuk menstimulisi perkembangan anak, khususnya anak usia dini yang ada di PAUD Ummul Habibah Kelambir V Medan. Metodelogi dalam penelitian ini ialah penelitian tindakan kelas {Classroom Action Research }yang menggunakan dua siklus, yakni siklus satu dan siklus dua. Masing-masing dari siklus melakukan dua kali pertemuan kepada anak dengan menggunakan media permainan tradisional. Begitu juga dengan siklus dua terdapat dua kali pertemuan dengan menggunakan media permainan tradisional yang sudah disiapkan oleh tim peneliti. Dengan hasil persentase meningkatan diketahui dari sebelum tindakan Pada indikator Penilaian Belum Berkembang 80%, Peningkatan naik Pada tindakan siklus 1 Pertemuan 1 indikator penilaian Pada BB {belum berkembang} sudah menurun menjadi 15%, Pada indikator Penilaian MB {mulai berkembang} 15%, BSH {berkembang sesuai harapan} naik menjadi 35% dan ada indikator Penilaian Perkembangan BSB {berkembang sangat baik} naik menjadi 35%. Pertemuan 2 masih Pada siklus 1 Pada indikator penilaian BB {belum berkembang} 10%, Pada indikator Penilaian MB {mulai berkembang} 10%, BSH {berkembang sesuai harapan} naik menjadi 40% dan pada indikator penilaian perkembangan BSB {berkembang sangat baik} naik menjadi 40%.Kata Kunci: Permainan Tradisional, teori Bruner
BUILDING GENDER EQUALITY FROM AN EARLY AGE: IMPLEMENTATION OF PHYSICAL PLAY IN EARLY CHILDHOOD EDUCATION Rita Nofianti; Nurhalimah Tambunan; Anggun Febri Purwanti
PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY Vol 3, No 1 (2025): Three International Conference on Education, Society and Humanity
Publisher : PROCEEDING OF INTERNATIONAL CONFERENCE ON EDUCATION, SOCIETY AND HUMANITY

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to analyze the implementation of physical play as a medium for gender-responsive learning in early childhood education. Gender stereotypes formed from an early age can limit children's developmental potential. Through a descriptive qualitative approach, this study explores how physical play can be an effective means to build gender equality awareness in children aged 4-6 years. Research findings show that physical play designed with a gender-responsive approach can reduce gender stereotypes, increase children's self-confidence regardless of gender, and develop motor skills inclusively. The implications of this research provide practical recommendations for early childhood educators in designing learning activities that support gender equality from an early age.
Co-Authors Abdi Syahrial Harahap Abdi Syahrial Harahap Adlina Pearl Almanah Rambe Anggun Febri Purwanti Anggun Febri Purwanti Asmidar Parapat Asmidar Parapat Asmidar Parapat Br. Ginting, Dea Nitami Daud Arifin Dea Nitami Br. Ginting Dewi, Sri Kesuma Dora Febriana Fitri Amaliyah Batubara Hadi Saputra Panggabean Halimah Fitri Harahap*, Abdi Syahrial Husna Farisah Ismaraida Ismaraida Maragustam Siregar, Maragustam Munisa Munisa Munisa Munisa Munisa, Munisa Nanda Rahayu Nanda Rahayu Agustia Nanda Rahayu Agustia Nurhalimah Tambunan Nurhalimah Tambunan Nursaida Yanti Purwanti, Anggun Febri Putri Aulia Rabiatul Adawiyah Rahayu Dwi Utami Rahayu, Nanda Ristra Sandra Ritonga Sabrina Patuzahra Salma Rozana Saputri Wulandari Silvia Tri Swara SITI LATIFAH Siti Latifah Sofni Indah Arifa Lubis Sumarno Tambunan, Nurhalima Waeno, Mahamadaree Widya, Rika