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All Journal Al Ishlah Jurnal Pendidikan International Journal of Pedagogy and Teacher Education GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jambura Early Childhood Education Journal Jurnal Pendidikan Anak
Anayanti Rahmawati
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Developing Computational Thinking Ability in Early Childhood Education: The Influence of Programming-toy on Parent-Children Engagement Cucuk Wawan Budiyanto; Faaizah Shahbodin; Muhammad Ulin Khoirul Umam; Ratih Isnaini; Anayanti Rahmawati; Indah Widiastuti
International Journal of Pedagogy and Teacher Education Vol 5, No 1 (2021): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v5i1.44397

Abstract

Technology and smart devices have become ubiquitous staples in every aspect of human life. Given the rise of computation in everyday life, introducing technology to early childhood students requires exposure to logical thinking and problem-solving skills through programming approaches or computational thinking. This research addresses an inquiry into a comprehensive elaboration of the development of early childhood computational thinking. A novel programming toy was introduced as an educational tool based on designated themes in accordance with early childhood education curricula. Five stages were conducted to reveal parental and child engagement in robotics activities and later, interviews were conducted on children’s cognitive development from the parent's perspective. Children were observed exploring in various ways by concentrating and paying attention, doing the given activities and expressing their excitement and happiness. The notion that children learn from their social network environment was highlighted by the way in which the children involved in the KARIN programming toy’s hands-on activities were driven to be more actively engaged in the exercise. In addition to parent-student engagement, the use of the KARIN programming toy helps to shed light on how students in early childhood learn while away from their social relations during a pandemic.
Efektivitas Digital Storytelling untuk Pengenalan Empati pada Anak Usia Dini Febi Monica Karina; Anayanti Rahmawati; Muhammad Munif Syamsuddin
Golden Age: Jurnal Pendidikan Anak Usia Dini Vol 5, No 1 (2021): Golden Age: Jurnal Pendidikan Anak Usia Dini
Publisher : Pusat Penerbitan Universitas (P2U) Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/ga:jpaud.v5i1.8506

Abstract

This experimental study aimed to test the effectiveness of digital storytelling as a medium for  empathy introduction in early childhood. The samples used were 22 kindergarten children in group B in TK Indriyasana 1 and TK Indriyasana 5 Surakarta which were selected by probability sampling. The data were collected by using a questionnaire that measured teacher and parental assessments of children's empathetic behavior. Research finding showed that there was an increase in the average pretest and posttest scores for children's empathetic behavior after giving treatment of digital storytelling. The digital storytelling treatment resulted in an increase in empathic behavior as evidenced by an increase in the average posttest score compared to the pretest score. Hypothesis testing showed that digital storytelling is effective in introducing empathy to early childhood and it is accepted because it has a significance value of ≤0.05. However, the effective contribution is small due to other factors that were not tested in this study such as cognitive development, mood and feeling, situation and place. The implication is that digital storytelling helps early childhood recognize and know about empathy such as transmitting emotions, paying attention to other people's feelings, and taking prosocial actions.Keywords: Effectiveness of Digital Storytelling; Child Empathy; Early Childhood.    AbstrakPenelitian eksperimen ini bertujuan menguji efektivitas digital storytelling sebagai media pengenalan empati pada anak usia dini. Sampel yang digunakan berjumlah 22 anak TK kelompok B di TK Indriyasana 1 dan TK Indriyasana 5 Surakarta yang dipilih secara probability sampling. Data dikumpulkan menggunakan kuesioner yang mengukur penilaian guru dan orang tua terhadap perilaku empati anak. Temuan penelitian menunjukkan terjadi peningkatan rata-rata nilai pretest dan postest perilaku empati anak setelah pemberian treatment digital storytelling. Treatment digital storytelling mengakibatkan peningkatan perilaku empati yang dibuktikan dari peningkatan hasil rerata nilai postest dibandingkan dengan nilai pretest. Uji hipotesis menunjukkan digital storytelling efektif dalam pengenalan empati anak usia dini diterima karena memiliki nilai signifikansi ≤ 0,05. Akan tetapi, sumbang efektifnya berpengaruh kecil karena adanya faktor pengenalan empati anak usia dini lain yang tidak diuji dalam penelitian ini seperti perkembangan kognitif mood and feeling, situasi dan tempat. Implikasinya media digital storytelling membantu anak usia dini mengenal dan mengetahui tentang kemampuan berempati seperti penularan emosi, memperhatikan perasaan orang lain, dan melakukan tindakan prososial.Kata Kunci: Effectiveness of Digital Storytelling; Child Empathy; Early Childhood.
Kompetensi dan Strategi Guru PAUD Profesional dalam Mengimplementasikan Teknik Pencatatan Penilaian Jumiatmoko Jumiatmoko; Anayanti Rahmawati; Upik Elok Endang Rasmani; Warananingtyas Palupi
Jambura Early Childhood Education Journal Vol 3 No 2 (2021): Jambura Early Childhood Education Journal
Publisher : JURUSAN PENDIDIKAN GURU PENDIDIKAN ANAK USIA DINI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/jecej.v3i2.709

Abstract

Penelitian ini menguji kompetensi dan strategi guru profesional dalam mengimplementasikan teknik pencatatan penilaian. Partisipan dalam penelitian ini dipilih secara purposive. Partisipan yang bersedia terlibat sebanyak 14 guru profesional dengan berbagai latar belakang. Pengukuran dan analisis kompetensi menggunakan Rasch Model berbantuan aplikasi Ministep : Evaluation/Student Winstep. Strategi dan hambatan impelemtasi teknik pencatatan penilaian dianalisis secara kuanlitatif dengan model interaktif. Seluruh data dikumpulkan dengan Google Form. Hasil penelitian menunjukkan mayoritas partisipan belum menguasai dengan baik seluruh kompetensi penilaian pembelajaran. Komponen kompetensi yang paling sukar dikuasi adalah menyusun rubrik ceklis untuk KD. 1 dan KD. 2 (Logit 5.26). Strategi utama implementasi teknik pencatatan penilaian dari partisipan dengan kompetensi yang paling baikyaitu perencanaan yang matang dengan pelaksanaan yang rinci dan sistematis. Hambatan utama dalam implementasi teknik pencatatan penilaian adalah keterbatasan waktu
Pengaruh Secure Attachment terhadap Kemandirian Anak Kelompok B Gugus Mawar Matesih Karanganyar Nur Fadillah; Upik Elok Endang Rasmani; Anayanti Rahmawati
Jurnal Pendidikan Anak Vol 10, No 2 (2021): Jurnal Pendidikan Anak
Publisher : Fakultas Ilmu Pendidikan dan Psikologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v10i2.43563

Abstract

Setiap anak memiliki potensi yang perlu dikembangkan, salah satunya adalah kemandirian. Kemandirian yang ditanamkan sejak dini akan menghasilkan individu mandiri secara keseluruhan. Terbentuknya kemandirian anak juga dipengaruhi oleh attachment orang tua. Secure attachment adalah salah satu faktor yang mempengaruhi kemandirian anak. Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat pengaruh antara secure attachment terhadap kemandirian anak kelompok B di Gugus Mawar Kecamatan Matesih. Pendekatan dalam penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian analisis regresi linier. Penelitian ini dilaksanakan pada bulan Mei 2021 dengan menggunakan sampel sebanyak 76 anak dan guru kelompok B di Gugus Mawar Kecamatan Matesih. Pengambilan data menggunakan kuesioner yang dibagikan kepada orangtua dan guru kelas. Teknik validasi instrumen penelitian terdiri dari uji validitas instrumen menggunakan uji validitas isi dan uji reliabilitas instrumen menggunakan alpha cronbach’s. Teknik analisis data terdiri dari uji pra syarat dan uji hipotesis. Uji prasyarat terdiri dari uji normalitas dan uji linieritas. Uji hipotesis terdiri dari analisis linier regresi sederhana dan uji-t. Penelitian menunjukkan hasil yaitu secure attachment berpengaruh pada kemandirian anak. Hasil uji hipotesis analisis linier regresi sederhana menunjukkan nilai signifikasi sebesar 0,035 0,05 artinya hipotesis diterima yaitu adanya pengaruh secure attachment kemandirian anak kelompok B TK Gugus Mawar.
Analisis Perkembangan Self-help Skills Anak Usia 5-6 Tahun Sania Alkhoiriyah Umuri; Anayanti Rahmawati; Vera Sholeha
Jurnal Pendidikan Anak Vol 10, No 2 (2021): Jurnal Pendidikan Anak
Publisher : Fakultas Ilmu Pendidikan dan Psikologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v10i2.44170

Abstract

Self-help skills adalah keterampilan  motorik yang dapat membantu anak untuk memenuhi kebutuhan dasar secara mandiri. Perkembangan self-help skills merupakan  proses ketika anak memperoleh self-help skills selama masa transisi dari bayi ke awal masa kanak-kanak. Penelitian ini bertujuan mengetahui perkembangan self-help skills anak usia 5-6 tahun di Gugus Irawati Kabupaten Sukoharjo. Penelitian ini menggunakan pendekatan kuantitatif  survei. Teknik sampling yang digunakan adalah total sampling. Populasi dan sampel penelitian adalah anak usia 5-6 tahun berjumlah 81 anak. Teknik pengumpulan data yang digunakan adalah kuesioner, wawancara dengan orang tua dan guru serta observasi di salah satu TK. Teknik uji validitas menggunakan pendapat ahli (expert judgement) untuk menilai kesesuaian antara instrumen dengan aspek yang diukur. Teknik analisis data yang digunakan adalah analisis data deskriptif persentase dimaksudkan untuk mendeskripsikan status variabel kemudian menyajikannya dalam bentuk persentase. Hasil penelitian menunjukkan bahwa secara umum perkembangan self-help skills anak usia 5-6 tahun di Gugus Irawati Kabupaten Sukoharjo termasuk pada kriteria BSB (Berkembang Sangat Baik) namun terdapat perbedaan skor antara data kuesioner orang tua dan guru. Persentase data orang tua 80,26% dan data guru 81,35%.
Exploring the Correlation Between Peer Interaction and Self-Esteem in Early Childhood: A Study of 5–6-Year-Olds in Indonesian Kindergartens Nuzulia Rizkika Wahyudyanti; Anayanti Rahmawati
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7381

Abstract

Self-esteem plays a critical role in early childhood development, influencing social competence, emotional well-being, and peer relationships. Given the increasing recognition of socio-emotional development in kindergartens, this study investigates the relationship between peer interaction and self-esteem in children aged 5–6 years. A quantitative correlational design was used, involving 100 kindergarten children selected through cluster random sampling from four schools in Banjarsari District, Surakarta. Data were collected using teacher-rated questionnaires adapted from validated instruments. The peer interaction scale consisted of 36 items (Cronbach’s α = 0.983), and the self-esteem scale included 7 valid items (Cronbach’s α = 0.762). Statistical analysis was conducted using the Pearson Product Moment correlation in SPSS 27. The analysis showed a significant positive correlation between peer interaction and self-esteem (r = 0.593, p 0.001), indicating a moderate relationship. Most children fell into the medium category for both peer interaction (65%) and self-esteem (62%). Boys showed slightly higher averages in both variables compared to girls. The findings support theoretical perspectives, including Vygotsky’s and Erikson’s views on socio-emotional development, emphasizing the importance of peer interaction in shaping children’s self-concept. While the study provides useful insights for educators and parents, its generalizability is limited due to its localized sample and reliance on teacher-reported data. Future research is recommended to adopt longitudinal designs and include observational or multi-informant assessments.
Co-Authors Cucuk Wawan Budiyanto Faaizah Shahbodin Febi Monica Karina jumiatmoko jumiatmoko Muhammad Munif Syamsuddin Muhammad Ulin Khoirul Umam Nur Fadillah Nuzulia Rizkika Wahyudyanti Ratih Isnaini Sania Alkhoiriyah Umuri Syifa Ainun Nur Aini Upik Elok Endang Rasmani Vera Sholeha Warananingtyas Palupi Widiastuti, Indah