Garuda - Garba Rujukan Digital

Meningkatkan Perkembangan Kognitif Anak melalui Kegiatan Pembelajaran Terintegrasi STEAM (Science, Technology, Engineering, Art, and Mathematics) Fanny, Novita; Helnita, Helnita; Hayati, Fitriah
Absorbent Mind Vol 3 No 2 (2023): Psychology and Child Development
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/absorbent_mind.v3i2.3868

Cognitive development is the interaction of human maturity with environmental influences. This research aims to improve children's cognitive development through STEAM (Science, Technology, Engineering, Art, and Mathematics) Integrated Learning Activities so that it can become a reference for PAUD institutions. This classroom action research used qualitative methods involving 20 children aged 5-6 years. Data is collected through children's performance and observation sheets. Data analysis was carried out through qualitative descriptive techniques using percentage formulas. The results of research in cycle 1 showed that children's cognitive development was still low, with details of developing very well (BSB) in 1 child (5%), developing as expected (BSH) in 7 children (35%) starting to develop (MB) 9 children (45 %) and not yet developed (BB) to 3 children (15%). Based on these results, planning for cycle II was carried out with improvements including the game tools used and learning media. The results obtained in cycle II were better than cycle I with details: developing very well (BSB) 10 children (50%) developing as expected (BSH) 8 children (40%), starting to develop (MB) 2 children (10%). Based on this data, it shows that STEAM integrated learning can improve children's cognitive development.

PENGEMBANGAN BUKU AJAR BIMBINGAN DAN KONSELING AUD SEBAGAI UPAYA PENCEGAHAN PELECEHAN DAN KEKERASAN SEKSUAL TERHADAP ANAK Hayati, Fitriah; Fidiawati, Liza; Helnita, Helnita; Afdal, Afdal
Jurnal Visipena Vol 15 No 1 (2024)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/visipena.v15i1.2324

Penelitian ini berlatar belakang dari tingginya kasus kekerasan dan pelecehan seksual yang begitu mengkhawatirkan di Provinsi Aceh saat ini. Penelitian ini bertujuan untuk Pengembangan Buku Ajar Bimbingan dan Konseling Anak Usia Dini sebagai Upaya Pencegahan Pelecehan Seksual Terhadap Anak. Jenis penelitian ini merupakan penelitian pengembangan atau Research and Development yang mengikuti langkah-langkah pengembangan model Analyze, Design, Development, Implementation, dan Evaluation. Subjek dalam penelitian ini adalah dua ahli yang memvalidasi standarisasi buku ajar yang meliputi: kelayakan isi, kelayakan Bahasa, dan kelayakan penyajian. Selanjutnya uji keterpaiakan dilakukan oleh tiga orang Dosen dan dua puluh orang Mahasiswa. Berdasarkan hasil penelitian yang telah dilaksanakan menunjukan bahwa hasil validasi kelayakan isi memiliki nilai rata-rata sebesar 3,63 menunjukkan buku ajar sangat layak untuk digunakan. Kelayakan Bahasa memiliki nilai rata-rata sebesar 3,67 menunjukkan bahan ajar sangat layak digunakan, dan kelayakan penyajian memiliki nilai rata-rata sebesar 3,74 menunjukkan bahan ajar sangat layak digunakan. Dari hasil validasi standarisasi pengembangan buku ajar menunjukan hasil sangat layak dan dinyatakan valid sehingga sangat layak untuk digunakan dalam penelitian, dan berdasarkan hasil analisa data penelitian yang meliputi tanggapan dan penilaian yang diperoleh dari dua puluh tiga responden yang terdiri dari tiga orang Dosen Pengampu Mata Kuliah Bimbingan Konseling Anak Usia Dini dan dua puluh orang Mahasiswa Program Studi Pendidikan Guru Pendidikan Anak Usia Dini terhadap kualitas buku ajar yang dikembangkan diperoleh rata-rata 3,49. Hasil penelitian ini dapat di simpulkan bahwa Pengembangan Buku Ajar Bimbingan dan Konseling Anak Usia Dini sebagai upaya pencegahan pelecehan seksual terhadap anak yang telah disusun secara sistematis telah mencapai taraf keefektifan.AbstractThis research is based on the high number of cases of sexual violence and harassment which are currently worrying in Aceh Province. This research aims to develop an Early Childhood Guidance and Counseling Textbook as an Effort to Prevent Sexual Abuse of Children. This type of research is development research or Research and Development which follows the steps of developing the Analyze, Design, Development, Implementation and Evaluation model. The subjects in this research were two experts who validated the standardization of textbooks which included: appropriateness of content, appropriateness of language, and appropriateness of presentation. Next, the suitability test was carried out by three lecturers and twenty students. Based on the results of research that has been carried out, it shows that the validation results for the suitability of the content have an average value of 3.63, indicating that the textbook is very suitable for use. Language suitability has an average value of 3.67, indicating that teaching materials are very suitable for use, and presentation feasibility has an average value of 3.74, indicating that teaching materials are very suitable for use. From the validation results of the standardization of textbook development, it shows that the results are very feasible and declared valid so that they are very suitable for use in research, and based on the results of research data analysis which includes responses and assessments obtained from twenty-three respondents consisting of three Lecturers in Guidance Courses. Early Childhood Counseling and twenty students from the Early Childhood Education Teacher Education Study Program on the quality of the textbooks developed obtained an average of 3.49. The results of this research can be concluded that the development of Early Childhood Guidance and Counseling Textbooks as an effort to prevent sexual abuse of children which has been prepared systematically has reached a level of effectiveness.

The Teachers and Parents Readiness in Implementing the Learning Based on BDR for Early Childhood Education During the Covid-19 in Banda Aceh Hayati, Fitriah; Fitriani, Fitriani; Nurtaini, Ayi Teiri; Hanum, Cut Fazlil; Salmiati, Salmiati; Mutiawati, Yenni; Oktariana, Riza; Sari, Dewi Yuni
Jurnal Ilmiah Teunuleh Vol. 5 No. 1 (2024): Jurnal Ilmiah Teunuleh
Publisher : Teunuleh Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51612/teunuleh.v5i1.143

This research was conducted to see to what extent the success of online program and BDR to early childhood. This research employed a descriptive qualitative method. The result revealed that teachers and parents are not completely able to accommodate the needs and the development of children, because not all of the developmenta spects could be tested through the assignment but also required routine habituation and a supportive environment. The parents also stated the dificulties in controlling the online learning, due several things such as the level of understanding in early childhood program, sometimes parents also need to control some online classes at the same time also because of parents’ busyness with another job including those parents who work outside of home. Three of six parents stated that difficulties in doing the activities based on the school curriculum demands, this is because the parents have different eaducational background with the teachers who already have enough competency in early childhood program. The parents usually will follow the teachers’ directions and even the children also not involved because of parents’ busyness and want to finish the assignment that given by the teacher to the children and sent back to the teacher based on the deadline that has been set. Based on the result of research towards the teachers stated that they have difficulty in applying learning from home system (BDR). In terms of parents, they also experience the same thing. Low the understanding of the children development make parents are difficult to do the activities that could stimulate all aspects of child development like the teachers did at school.

Meningkatkan Perkembangan Kognitif Anak melalui Kegiatan Pembelajaran Terintegrasi STEAM (Science, Technology, Engineering, Art, and Mathematics): Improving Children's Cognitive Development through Integrated STEAM (Science, Technology, Engineering, Art, and Mathematics) Learning Activities Fanny, Novita; Helnita, Helnita; Hayati, Fitriah
Absorbent Mind Vol. 3 No. 2 (2023): Psychology and Child Development
Publisher : Institut Agama Islam Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/absorbent_mind.v3i2.3868

Cognitive development is the interaction of human maturity with environmental influences. This research aims to improve children's cognitive development through STEAM (Science, Technology, Engineering, Art, and Mathematics) Integrated Learning Activities so that it can become a reference for PAUD institutions. This classroom action research used qualitative methods involving 20 children aged 5-6 years. Data is collected through children's performance and observation sheets. Data analysis was carried out through qualitative descriptive techniques using percentage formulas. The results of research in cycle 1 showed that children's cognitive development was still low, with details of developing very well (BSB) in 1 child (5%), developing as expected (BSH) in 7 children (35%) starting to develop (MB) 9 children (45 %) and not yet developed (BB) to 3 children (15%). Based on these results, planning for cycle II was carried out with improvements including the game tools used and learning media. The results obtained in cycle II were better than cycle I with details: developing very well (BSB) 10 children (50%) developing as expected (BSH) 8 children (40%), starting to develop (MB) 2 children (10%). Based on this data, it shows that STEAM integrated learning can improve children's cognitive development.

An Analysis of the Impact of TikTok Content on the Behavior of Children Aged 5–6 Years at TK IT Baitusshalihin Banda Aceh Cut Syarah; Fitriah Hayati; Raudha Meutia
JUPE : Jurnal Pendidikan Mandala Vol 11 No 2 (2026): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/w24x6n56

The rapid development of digital technology has influenced various aspects of life, including the behavior of early childhood children. One of the social media platforms widely used today is TikTok, which provides a variety of engaging audio-visual content that is easily accessible to different age groups, including children. This study aims to analyze the impact of TikTok content on the social and emotional behavior of children aged 5–6 years at TK IT Baitusshalihin Banda Aceh and to examine the role of teachers and parents in supervising children's use of digital media. This study employed a descriptive qualitative approach involving 8 children aged 5–6 years, 2 classroom teachers, and 3 parents as research participants. Data were collected through observation, interviews, and documentation. The data obtained were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results of the study indicate that most children are familiar with TikTok content and tend to imitate various videos they watch, such as songs, dance movements, facial expressions, and speaking styles. TikTok content has an impact on children's social behavior, particularly in the way they interact and communicate with their peers. In addition, TikTok content also influences children's emotional behavior through changes in how they express themselves and respond to certain situations. The effects are not always negative. TikTok can enhance children's creativity, confidence in self-expression, and social interaction when used appropriately. However, excessive use without proper supervision may lead children to imitate behaviors that are not suitable for their age and developmental stage. Therefore, the roles of teachers and parents are crucial in providing supervision, guidance, and the selection of appropriate content so that the use of digital media can optimally support children's social and emotional development

DEVELOPING STUDENTS’ CRITICAL THINKING THROUGH READING-BASED LITERACY ACTIVITIES IN SECONDARY EFL CLASSROOMS: AN INTERVENTION STUDY Fitriani Fitriani; Fitriah Hayati
Sensei International Journal of Education and Linguistic Vol. 3 No. 4 (2023): Sensei International Journal of Education and Linguistics
Publisher : SENSEI RESEARCH CENTER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53768/sijel.v3i4.206

Critical thinking is an essential competence in language education because students are expected not only to understand texts but also to interpret information, evaluate arguments, identify assumptions, make inferences, and justify their opinions using textual evidence. However, reading instruction in many English as a foreign language classrooms still emphasizes literal comprehension, vocabulary translation, and answer-finding activities. This study aims to examine the effectiveness of reading-based literacy activities in developing students’ critical thinking and to explore how students experience critical reading tasks in secondary EFL classrooms. The study employed a mixed-method design using a quasi-experimental pretest-posttest control group approach supported by classroom observations, student interviews, reflective journals, and document analysis. The participants were 74 Grade VIII students divided into an experimental group and a control group. The experimental group received reading-based literacy activities involving prediction, questioning, evidence mapping, inference-making, argument evaluation, perspective comparison, and reflective response writing. The control group received conventional reading instruction. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, independent-sample t-tests, normalized gain scores, and effect size analysis. Qualitative data were analyzed thematically. The findings showed that the experimental group achieved significantly higher critical thinking improvement than the control group. Qualitative findings revealed that reading-based literacy activities strengthened students’ ability to question texts, locate evidence, compare viewpoints, infer implicit meanings, and justify interpretations. The study concludes that reading-based literacy activities can develop students’ critical thinking when they are explicit, evidence-based, dialogic, and supported by reflective assessment.

Innovative Learning Design Using the Traditional Bakiak Game to Optimize Interpersonal Intelligence in Early Childhood: A Pre-Experimental Study Riza Oktariana; Helnita Helnita; Raudha Meutia; Fitriah Hayati; Nurummi Salsabila; Arifa Yasira; Amelia Putri
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.4149

Background. Interpersonal intelligence is a critical yet often overlooked dimension of early childhood development, as many early childhood education practices continue to emphasize academic readiness over social and interpersonal skills. Traditional games such as bakiak, which require coordination and communication among children, offer a culturally grounded medium for fostering this intelligence, yet their use in early childhood education remains limited. Purpose. This study aims to assess how an innovative learning design based on the traditional bakiak game influences children’s interpersonal intelligence. Method. This research employed a quantitative approach using a one-group pretest-posttest design, conducted at TK Khairani Aceh Besar in Lubok Batee Village, Ingin Jaya District, Aceh Besar Regency, from January 15 to April 15, 2026. The participants were 44 children from Group B, selected through purposive sampling. Data were collected using a structured observation checklist and a Likert-scale rating instrument covering cooperation, communication, and empathy, and analyzed using descriptive statistics and a paired sample t-test. Results. The mean interpersonal intelligence score increased from 56.0 (pretest) to 82.7 (posttest), a gain of 26.7 points, with a moderate-to-high normalized gain score (g = 0.61) and an average improvement of 47.6%. Conclusion. The traditional bakiak game positively and significantly enhances the interpersonal intelligence of early childhood learners, particularly in cooperation, communication, and empathy, supporting its integration as a culturally relevant learning strategy in early childhood education.

Title

Found 27 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 27 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 27 Documents
Search