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syisva nurwita
Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Dehasen Bengkulu, Indonesia
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Science Video Media as an Effective Tool to Enhance Self-Awareness, Responsibility, and Prosocial Behavior in Early Childhood Dwi Rulismi; Rika Partika Sari; Syisva Nurwita; Ranny Fitria Imran; Masterjon Masterjon
Journal of Research in Social Science and Humanities Vol 5, No 3 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v5i3.393

Abstract

This study aims to measure the effectiveness of science video media in enhancing the social-emotional abilities of early childhood learners, covering aspects such as self-awareness, a sense of responsibility, and prosocial behavior. The research employed a quantitative approach using a quasi-experimental design, involving 18 children aged 5–6 years, divided into an experimental group and a control group. The research instruments consisted of observation sheets, questionnaires, and teacher interview guides. Data analysis was conducted quantitatively using an independent t-test, complemented by qualitative analysis to provide a deeper understanding of the video media's effectiveness. The findings reveal that the use of science video media significantly improved all three social-emotional aspects. Children became more capable of recognizing and understanding themselves, demonstrated increased responsibility toward themselves and others, and showed more active prosocial behavior, such as cooperation and empathy. Science video media proved to be effective in helping children understand social and emotional values through engaging visual and narrative approaches. By presenting real-life situations and relatable characters, the children experienced more practical and contextual learning. These results reinforce social learning theory, which emphasizes the importance of observation and imitation in children's learning processes. Video media allows children to imitate positive behaviors portrayed in the content, thereby naturally shaping their character and social skills. Thus, science video media can serve as an innovative and effective educational tool to support the social-emotional development of young children. This media can be integrated into the learning process both at school and at home as part of an educational strategy that is responsive to children's needs in the digital era.
Implementasi Media Tanaman Pisang Untuk Peningkatan Perkembangan Motorik Halus Anak Usia Dini Ani Malisa; Dwi Nomi Pura; Syisva Nurwita
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11750

Abstract

This study aims to determine whether the implementation of banana plant-based media—such as banana fruit, stems, and leaves—in the learning process can enhance the fine motor skill development of early childhood children aged 4–5 years. This study employed classroom action research. The subjects were 15 children from Group A at PAUD Cita Ananda, Kelindang Village. The results showed that: (1) teacher activity improved from a score of 50 (73.5%, categorized as "Good") in Cycle 1 to a score of 61 (89.7%, categorized as "Good") in Cycle 2; and (2) children's fine motor skill development improved, with the number of children in the "Developing Very Well" (BSB) category rising from 3 (20%) in Cycle 1 to 12 (80%) in Cycle 2, thereby meeting the success criterion of having 75%–100% of children in the BSB category. Implementing banana plant-based media in the teaching-learning process can enhance the fine motor skill development of children in Group A at PAUD Cita Ananda, Kelindang Village. Such media can be utilized in the teaching-learning process for children aged 4–5 years to improve their fine motor skills.
Meningkatkan Minat Belajar Anak Melalui Media Augmented Reality di TK Arjuna Kabupaten Bengkulu Utara Nurul Marta Havizah; Asnawati Asnawati; Syisva Nurwita
Early Childhood Research and Practice Vol 7 No 1 (2026): Early Child Research and Practice, Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v7i1.11773

Abstract

This study examines efforts to enhance children's learning interest through the utilization of augmented reality (AR) media at Arjuna Kindergarten (TK), North Bengkulu Regency. The research was prompted by the children's low learning interest, as evidenced by a lack of attention, enthusiasm, and engagement during the learning process, thereby highlighting the need for engaging and innovative instructional media. The study sought to evaluate the improvement of children's learning interest through the integration of AR media. The methodology employed was Classroom Action Research (CAR), conducted across two cycles, with each cycle consisting of two sessions comprising planning, action, observation, and reflection stages. The research subjects involved 15 children aged 5–6 years. Data were gathered using observation and documentation techniques, while data analysis combined qualitative descriptive and quantitative approaches. The findings demonstrated that the children's learning interest steadily improved in each session. In Cycle I, Session I, the children achieved a percentage score of 29%, falling under the "Beginning to Develop" category, which subsequently rose to 37% (retaining the same category) in Cycle I, Session II. This upward trajectory continued in Cycle II, with scores rising to 51% in Session I, meeting the "Developing as Expected" criteria, and ultimately reaching a significant peak of 87% in Session II, classified as "Highly Well-Developed." In conclusion, the utilization of augmented reality media is highly effective in enhancing children's learning interest at TK Arjuna, North Bengkulu Regency.
Co-Authors Abdul Yongky Syaputra Aditya Muhammad Soleh Ani Malisa Asnawati Asnawati Aziz Jafar Shidiq Dewi Suranti Dwi Nomi Pura Dwi Rulismi Ella Putri Julia Handayani, Tita Septi Johanes Sapri Lydia Margaretha Masterjon Masterjon Merry Rullyanti Muhammad Hariqbal Dewantara Nurul Marta Havizah Pardi Hardianto Ranny Fitria Imran Ria Fransisca Rika Partikasari Rita Prima Bendriyanti Satrio Candiago Sri Narti Syafryadin Syafryadin Vethy Octaviani Yola Khairunisa Yupianti, Yupianti