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All Journal JURNAL PENDIDIKAN ANAK USIA DINI Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal AL-Muta`aliyah : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
NANI HUSNAINI
IKIP PGRI Mataram Jl. Pemuda No. 59A, Mataram NTB.
Religion Humanities Education Social Sciences Other

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PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN MELALUI BUKU BESAR HUSNAINI, NANI
JURNAL PENDIDIKAN ANAK USIA DINI Vol 6, No 1 (2012): JURNAL PENDIDIKAN ANAK USIA DINI
Publisher : PPs UNJ

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Abstract

The aim of this research are to know the reading learning process through Big Book and are there any increase of grade B Kindergarten student capability of early reading after giving reading activities through Big Book. 14 student of grade B at Prima School Kindergarten Bekasi are the subject of this research.This research used action research method according to Kemmis and Mc. Taggart that consist of four step: a) plan, b) action, c) observation, d) reflection. The data was collected by field notes, interview, documentation and observation. The data was analyzed by qualitative and quantitative method. The result of research shows that the reading through Big Book could increase early reading capability of grade B kindergarten student. Whereas the learning process through Big Book consist of prereading, reading and after reading.Keywords: capability of early reading, big book
DAMPAK PANDEMI COVID-19 TERHADAP PELAKSANAAN PEMBELAJARAN ANAK USIA DINI : (Studi Kasus di PAUD Raudatussibyan Al-Mannan Dusun Bagik manis Desa Kembang Kerang Daya Kecamatan Aikmel Lombok Timur) Nurhasanah, Nurhasanah; Husnaini, Nani; Indira Astriya, Baiq Roni
Jurnal al Muta'aliyah: Pendidikan Guru Madrasah Ibtidaiyah Vol 2 No 1 (2022): JURNAL AL-MUTA`ALIYAH
Publisher : LP2M STAI Darul Kamal NW Kembang Kerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (206.468 KB) | DOI: 10.51700/mutaaliyah.v2i1.297

Abstract

Abstract The purpose of this study is to obtain information related to the impact of the Covid-19 pandemic on the implementation of early childhood learning and the form of synergy that teachers make in providing education to children during the Covid-19 pandemic. This research uses qualitative research methods with a case study approach, techniques, data used, namely, observation, interviews, and documentation. The data analysis technique used is the Mulles and Huberman analysis technique which consists of data reduction, data presentation, and drawing conclusions (levers). The results of this study are as follows: there are several impacts of the Covid-19 pandemic that are most dominant seen in Raudatussibyan Al-Mannan Dusun Bagik Manis on the implementation of early childhood learning including the impact on learning activities at school, the impact on learning activities at home, and impact on changes in children's attitudes and behavior. Meanwhile, the synergy carried out by teachers and parents at Paud Raudatussibyan Al-Mannan Bagik Manis Hamlet in providing education during the Covid-19 pandemic includes synergy in the children's learning process, synergy in the process of evaluating forms of learning.
ANALISIS PENERAPAN METODE MONTESSORI DALAM MELATIH PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA 1-4 TAHUN DI PIJAR PESONA ANAK DAY CARE KEKALIK Miftahul Jannah, Baiq Yuli; Husnaini, Nani; Indira Astriya, Baiq Roni
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62065

Abstract

This study aims to describe the implementation of the Montessori method in developing the social-emotional development of children aged 1-4 years at Pijar Pesona Anak Day Care Kekalik, Mataram, including its impacts and supporting and inhibiting factors. This research used a descriptive qualitative approach. Data were obtained from the head of the institution, teachers, and 30 children through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing/verification. Data validity was tested through extended observation and triangulation. The results showed that the Montessori method was implemented through a prepared learning environment, concrete and sensory materials, the teacher’s role as a facilitator, independent and gradual learning, multilevel classes, and self-discipline habituation. This method positively affected children’s social-emotional development, as shown by improved cooperation, interaction, emotional expression, self-regulation, independence, responsibility, and learning according to developmental stages. Supporting factors included institutional support, an adjusted learning environment, and teachers’ roles. Inhibiting factors included limited Montessori materials, although approximately 90% had been fulfilled and the remaining limitations were addressed through alternative tools, unstable children’s emotions, and teachers’ understanding that still needed improvement through regular training. Therefore, the Montessori method can support early childhood social-emotional development optimally.
Co-Authors Indira Astriya, Baiq Roni Miftahul Jannah, Baiq Yuli Nurhasanah Nurhasanah