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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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OPTIMIZING DEVELOPMENTAL EDUCATION EARLY CHILDHOOD COGNITIVE THROUGH GAME EDUCATIVE Rita Nofianti; Abdi Syahrial Harahap; Adlina Pearl
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

Development cognitive is aspect important in the process of growing flower child age early , because become base for ability think logical , solving problems , and adapt to environment learning at the stage next . Research This aim For optimize education development cognitive child age early through implementation game educationally designed in accordance with stage development and characteristics Study child . Approach game educative chosen Because capable give experience active , fun and meaningful learning for children . Research This use method descriptive qualitative with approach studies fields in several Early Childhood Education and Kindergarten institutions , including Nurul Qur'an Kindergarten in Stabat. Data collected through observation , interviews , and documentation to activity learning that uses game educational . Data analysis was carried out with the Miles and Huberman model covering data reduction , data presentation , and data extraction conclusion . Research results show that game educative can increase aspects cognitive child age early , such as ability grouping , recognizing pattern , counting simple , remembering , and develop language and creativity think . The teacher plays a role important in design and facilitate appropriate game with objective learning as well as give appropriate stimulation . In addition , parental involvement in support activity play children at home strengthen results learning in schools . Research This recommend game model development educative contextual based environment local and cultural child For optimize stimulation cognitive . Optimization education child age early through game educative No only increase ability think children , but also form character independent , creative , and collaborative learning.
Partisipasi Orang Tua dalam Implementasi Pembentukan Karakter Terhadap Perkembangan Anak Usia Dini Rita Nofianti; Munisa Munisa; Nanda Rahayu Agustia
Jurnal Kewarganegaraan Vol 6 No 2 (2022): Desember 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i2.4012

Abstract

AbstrakPada penelitian ini bertujuan untuk dapat melihat sejuh mana partisipasi para orangtua terhadap implementasi pembentukan pendidikan karakter terhadap perkembangan anak usia dini. Selin itu untuk mengetahui deskpripsi tentang perlibatan para orangtua dalam aspek perkembangan anak ketika disekolah dan dirumah. Partisipasi orangtu merupakan pelibatan yang paling penting setiap tumbuh kembang pra anak, karena masa anak usia dini adalah masa yang tumbuh hanya sekali dalam perkembangan anak, jadi para orangtua yang mempunyai anak usia dini jangan sampai melewatkan setiap aspek perkembanganya. Dan hal itu harus didukung para orangtua mereka sendiri. Jenis penelitian ini adalah deskriptif kualitatif atau studi kasus yang dilakukan kepada orangtua anak usia dini secara langsung, tanpa melalui prantara. Terhadap partisipasi para ayah dan ibu dalam penerapan pendidikan anak usia dini yaitu 5-6 tahun. Yang rata-rata para anak usia dini yang sedang menempuh pendidikan anak usia dini. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan dokumentasi.Kata Kunci: Partisipasi Orangtua, Pendidikan Karakter Anak Usia Dini
Penerapan Kegiatan Senam Ceria Untuk Meningkatkan Motorik Anak Usia Dini di TK ABA Kartini Cabang Kota Binjai Halimah Fitri; Rita Nofianti; Rahayu Dwi Utami
Early Childhood Research and Practice Vol 6 No 2 (2026): Early Child Research and Practice, Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v6i2.11282

Abstract

This study aims to describe how cheerful gymnastics activities can help improve the gross motor skills of early childhood students at TK ABA Kartini. The background of the research is based on the importance of physical stimulation during the golden age and the requirements of the early childhood education curriculum, which encourages the use of rhythmic movement activities. The study employed a descriptive qualitative method with 20 children as subjects. Data were collected through observation, interviews, and documentation. The findings indicate that cheerful gymnastics, when carried out routinely through stages of warm-up, core movements, and cool-down, can enhance children’s balance, coordination, agility, strength, and flexibility. The children appeared more active, enthusiastic, and able to follow movement patterns well. Teachers played an essential role in demonstrating movements, organizing activities, and creating an enjoyable learning atmosphere through cheerful music. Challenges such as differences in children's motor abilities could be addressed through movement adjustments and additional guidance. Overall, cheerful gymnastics proved effective as a form of gross motor stimulation and can be integrated as a regular component of the learning program at TK ABA Kartini.
Science, Technology, Engineering, Arts, and Mathematics Learning with Loose Parts to Foster Early Childhood Creativity in Islamic Educational Institutions Asmidar Parapat; Munisa Munisa; Rita Nofianti; Saputri Wulandari
Hikmah Vol. 22 No. 2 (2025): Juli-Desember 2025
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v22i2.561

Abstract

 The development of creativity in early childhood within many Islamic educational institutions remains suboptimal because learning tends to be teacher-centered, offers limited exploration, and provides insufficient play experiences that stimulate higher-order thinking. This condition is also evident at Nurul Qur’an Stabat Kindergarten, where children have not yet gained adequate opportunities to experiment and generate original ideas. This study aims to examine how the implementation of STEAM-based learning (Science, Technology, Engineering, Arts, and Mathematics) using Loose Parts can enhance early childhood creativity. The research employed a qualitative method with a descriptive approach through observation, interviews, and documentation. The findings show that the use of Loose Parts in STEAM-based learning successfully improved children’s creative thinking abilities, particularly in problem-solving, innovation, flexibility, and the ability to generate new ideas. Children became more active, imaginative, and confident in expressing their thoughts. These results indicate that the integration of STEAM and Loose Parts is not only effective in fostering creativity but also relevant for enriching learning practices in Islamic educational institutions that aim to develop children’s potential holistically.
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.
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