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All Journal Jurnal Pendidikan Anak Jurnal Profesi Kependidikan Publikasi Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Jurnal Caksana: Pendidikan Anak Usia Dini Madaniya TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini Jurnal Instruksional EDUSTUDENT: Jurnal Ilmiah Pendidikan dan Pembelajaran Jurnal Panrita Seminar Nasional Hasil Penelitian LP2M UNM Indonesian Journal of Early Childhood Educational Research KARYA: Journal of Educational Community Service Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Al Ihsan : Jurnal Pendidikan Islam Anak Usia Dini Jurnal Abdi Bangsa
Muhammad Yusri Bachtiar
Universitas Negeri Makassar
Religion Arts Humanities Chemistry Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Teacher Motivational Scaffolding Strategies in Stimulating Early Childhood Multiliteracy Jumriani Jumriani; Sitti Nurhidayah Nurhidayah Ilyas; Muhammad Yusri Bachtiar
Jurnal Caksana : Pendidikan Anak Usia Dini Vol 9, No 1 (2026): Jurnal Caksana: Pendidikan Anak Usia Dini
Publisher : Prodi PG-PAUD, FKIP, Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jcpaud.v9i1.2763

Abstract

This study aims to describe teacher motivational scaffolding strategies in stimulating early childhood multiliteracy at RA Al Ikhlas, Takalar Regency. The research employs a descriptive qualitative approach with research subjects comprising the school principal, class B teachers, and students. Data collection techniques were conducted through observation, interviews, and documentation. Data analysis utilized the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. The findings reveal that teachers have implemented motivational scaffolding strategies in daily learning activities, although these have not been formally documented in school policies. These strategies are manifested through the provision of prompting questions, positive reinforcement, gradual assistance, emotional support, and exploratory support. The implementation of motivational scaffolding strategies occurs during the opening, core, and closing phases of learning, integrating various aspects of multiliteracy, namely literacy, numeracy, science, digital, financial, and cultural and civic literacy. Interview and observation results indicate that these strategies effectively enhance children's engagement, self-confidence, and motivation in participating in learning activities. Children appeared more active in asking questions, expressing opinions, recognizing symbols, counting, exploring the environment, using simple digital media, understanding the concept of saving, and demonstrating cooperative attitudes and appreciation for local culture. Thus, motivational scaffolding strategies represent a learning approach that can meaningfully support early childhood multiliteracy stimulation.
Developing a Congklak-Based Module to Enhance Early Childhood Number Recognition in the Independent Curriculum Andi Hidayah Insani; Herlina Herlina; Sitti Nurhidayah Ilyas; Muhammad Yusri Bachtiar; Hajerah Hajerah; Rika Kurnia R
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 1 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i1.15309

Abstract

Number recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬á┬áNumber recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬áKeywords: Congklak Game Module, Independent Curriculum, Number Recognition, Early Childhood Education
PENGARUH MEDIA PERMAINAN SIDEWALK MAZE TERHADAP KEMAMPUAN MOTORIK KASAR ANAK USIA 5-6 TAHUN DI TAMAN KANAK-KANAK Muhammad Yusri Bachtiar; Siti Khadijah Alam; Azizah Amal; Fitriani Dzulfadhilah
Jurnal Panrita Vol 4 No 1 (2024): Jurnal Panrita-June
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah (LPPI) Universitas Muhamamdiyah Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35906/panrita.v5i1.284

Abstract

This study aims to determine the effect of the sidewalk maze game media on the gross motor skills of children aged 5-6 years in kindergartens in Barru district. The research approach used is a quantitative approach with a Quasi Experimental Design research type. The population in this study was 172 children. Sampling in this research used the Purposive Sampling technique. The sample consisted of 62 children, 31 children in the experimental group and 31 children in the control group. The data analysis techniques used are descriptive statistical analysis and parametric statistical analysis using normality tests, homogeneity tests and hypothesis tests. The results of the data analysis obtained were Asym (2-tailed) = 0.000 < 0.05, meaning that H1 was accepted and H0 was rejected. Thus, the gross motor skills in the experimental group were better than the control group, this proves that the use of sidewalk maze game media has a significant influence on the gross motor skills of children aged 5-6 years in the Barru Regency Kindergarten..
Seminar Parenting: Menghadirkan Kebahagiaan Di Rumah: Mempraktikkan Joyfulness Dalam Kehidupan Sehari-Hari Nurul Jamiah Sidiq; Rika Kurnia R; Muhammad Yusri Bachtiar; Delvhina Manga; Tri Sugiarti M Bakri
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 1 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v9i1.4229

Abstract

Seminar on "Bringing Happiness into the Home: Practicing Joyfulness in Daily Life" was organized to provide participants, especially parents, with an understanding and practical skills to create a joyful atmosphere at home through the principles of joyfulness. This seminar aimed to equip participants with insights into the importance of happiness within the family and practical ways to strengthen relationships among family members. The methods used in this seminar included lectures, interactive discussions, practical exercises, and role-playing, designed to give participants direct experience in understanding and practicing the concept of joyfulness. The seminar results showed that 90% of participants had a good understanding of the importance of joyfulness and were ready to implement its principles in their lives. However, the main challenge faced was maintaining consistency in applying positive habits in daily life, especially amidst busy schedules and routines. This seminar also emphasized the importance of effective communication within the family and collaboration between parents and educators in creating an environment that supports family happiness. Overall, the seminar successfully provided a positive impact on participants by enhancing their understanding and skills in fostering happiness at home. With continuous commitment and the application of positive habits, participants are expected to build a harmonious, happy, and loving family.
Pengaruh Footprints Game terhadap Kemampuan Motorik Kasar Anak Usia 5-6 Tahun Maghfirah Maghfirah; Muhammad Yusri Bachtiar; Rika Kurnia R
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2025): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v6i1.1346

Abstract

Perkembangan motorik kasar anak usia dini sering kali belum optimal karena kurangnya stimulasi edukatif yang sesuai. Penelitian ini bertujuan untuk mengetahui pengaruh permainan Footprints terhadap keterampilan motorik kasar anak usia 5–6 tahun. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental model pretest-posttest. Sampel terdiri dari 18 anak yang dipilih secara purposive dan dibagi menjadi dua kelompok, yaitu eksperimen dan kontrol, masing-masing sembilan anak. Kelompok eksperimen diberikan permainan Footprints, sedangkan kelompok kontrol melakukan aktivitas berjalan di papan titian selama enam pertemuan. Data dikumpulkan melalui observasi, tes, dan dokumentasi, kemudian dianalisis menggunakan uji Wilcoxon Signed Rank Test. Hasil analisis yang menunjukkan nilai Asymp. Sig. (2-tailed) = 0,008 < 0,05, sehingga permainan Footprints terbukti memiliki pengaruh signifikan terhadap peningkatan keterampilan motorik kasar anak.  Kebaruan penelitian ini terletak pada modifikasi permainan Footprints melalui penerapan pola gerak progresif dan pendekatan multisensorik yang mengintegrasikan stimulasi visual, instruksi verbal, serta musik bertempo, sehingga memberikan alternatif stimulasi motorik kasar yang lebih terstruktur, menyenangkan, dan sesuai dengan karakteristik pembelajaran anak usia dini.
Co-Authors A. Sri Wahyuni Asti Agnes Tri Rahmanasanti Andi Hidayah Insani Andi Nur Maharani Islami Andi Sri Wahyuni Asti Anggri Lismayani Aristya Aristya Aspi Wulandari Awanda Erna AZIZAH AMAL Delvhina Manga Diaz Imaniar Fadhilah Afifah Fakhita Indira Haris Faradillah Faradillah Fitriani Dzulfadhilah Hajerah Hasmawaty Hasmawaty Hasmawaty Hasmawaty Hasmawaty, Hasmawaty Herlina Herlina, Resky Herman Ilyas, Sitti Nurhidayah Indrawati Indrawati Ita Rostia Ichsan Ita Rostia Ichsan Ita Rostia Ichsan Jumriani Jumriani Maghfirah Maghfirah Muhamammad Akil Musi Muhammad Akil Musi Muhammad Akil Musi Muliati Muliati Nazidah Nazidah Nur Indah Sari Nur Syamsi Nurjihan Aufah Putri Nursiah Nursiah Nurul Jamiah Sidiq Paradiba Qisti Albab Idrus Parwoto Purnamasari Marifuddin Rasmi Rasmi Rika Kurnia R RIKA KURNIA R Rusmayadi Salma Samputri Santi Santi Siti Khadijah Alam Siti Mariamah Sitti Nurhidayah Nurhidayah Ilyas Suharti Suharti Sulikhah Aksa Surya Surya Syamsuardi Saodi Tri Sugiarti M Bakri Yuyun Saputri