Garuda - Garba Rujukan Digital

PENGGUNAAN PERMAINAN KONSTRUKTIF MEDIA PLAYDOUGH DALAM MENINGKATKAN KREATIVITAS ANAK MELALUI PADA ANAK KELOMPOK B Illis Komariah Krisdewi Nurnawati; Ai Syarifah; Chandra Asri Windarsih; Fifiet Dwi Tresna Santana
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 3, No 2 (2020): Volume 3 Nomor 2, Maret 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v3i2.p%p

The low creativity of students can be seen in participating in learning. The child is still imitating the work of his friend, has not been able to stick to a pattern in accordance with the place provided, and coloring exactly the same as his friend. Researchers make improvements to learning through constructive play. Constructive play students are stimulated to think with the idea, to be more optimal. Issues examined1) What are the objective conditions of children's creativity before making constructive play 2) How to implement constructive play on children and 3) How to increase children's creativity?The method applied is Action Research. The results of the analysis and discussion are outlined descriptively. The study was applied to two cycles. The results showed that: 1) the pre-cycle stage there were 1 child (8%) at a very good level and 12 children (92%) at a sufficient level. 2) The application of constructive games is applied in the form of building activities or making a form or construction using playdough in accordance with the ideas given the theme. 3) Based on the results of the action, the child's creativity has increased. In the initial cycle the average ability of children was 50.48%, in the first cycle (first meeting) was 58.17%, in the first cycle (second meeting) was 64.90%, in the second cycle (first meeting) was 72.12% , and in the second cycle (second meeting) by 81.25%.Rendahnya kreativitas siswa dapat terlihat dalam mengikuti pembelajaran yang dilakukan. Anak masih meniru hasil karya temannya, belum mampu menempel sebuah pola sesuai dengan tempat yang disediakan, dan mewarnai sama persis dengan temannya. Peneliti melakukan perbaikan pembelajaran melalui permainan konstruktif. Bermain konstruktif siswa dirangsang untuk berpikir dengan idenya, agar lebih optimal. Permasalahan yang dikaji: 1) Bagaimana kondisi obyektif kreativitas anak sebelum melakukan permainan konstruktif 2) Bagaimana pelaksanaan permainan konstruktif pada anak dan 3) Bagaimana peningkatan kreativitas anak?. Metode yang diterapkan yaitu Action Research. Hasil dari analisis dan pembahasan dituangkan secara deskriptif. Penelitian diaplikasikan ke dua siklus. Hasil riset menunjukkan bahwa: 1) tahap pra siklus terdapat 1 anak (8%) berada pada tingkatan sangat baik dan 12 anak (92%) pada tingkatan cukup. 2) Penerapan permainan konstruktif diaplikasikan berupa kegiatan membangun atau membuat suatu bentuk atau konstruksi menggunakan playdough sesuai ide dengan tema yang diberikan. 3) Berdasarkan hasil tindakan, kreativitas anak mengalami peningkatan. Pada siklus awal rata-rata kemampuan anak sebesar 50.48%, siklus I (pertemuan kesatu) sebesar 58,17%, siklus I (pertemuan kedua) sebesar 64,90%, siklus II (pertemuan kesatu) sebesar 72,12%, dan siklus II (pertemuan kedua) sebesar 81,25%.

PERMAINAN CONGKLAK SEBAGAI MEDIA PEMBELAJARAN DALAM MENUMBUH KEMBANGKAN SOSIAL EMOSIONAL PADA ANAK-ANAK USIA ANTARA 5-6 TAHUN Enok Dewi; Enceng Mulyana; Fifiet Dwi Tresna Santana
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 3, No 3 (2020): Volume 3 Nomor 3, Mei 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v3i3.p%p

The basis of this study is the results of preliminary study research showing the condition in the field in the aspect of social-emotional intelligence in children aged between 5-6 years is still low. There are children when participating in activities in learning and playing are still fighting over each other’s stationery or toys belonging to their friend. When given a group assignment children cannot do it and tend to play individually and are impatient of waiting for their turn to play. Congklak game is very good to be a learning media in developing children's social-emotional development. The purpose of this study is none other than wanting to know the use of the congklak game media in developing social-emotional development in children aged 5-6 years at Alamanda. While this type of research is included in CAR or classroom action research, which is carried out through the planning stage, implementation, observation, and reflection. While in the subject of this study were children aged between 5-6 years old Almanda Kindergarten, totaling 18 children and techniques in collecting data by observation and interview. While the data obtained in analysis, the results obtained in the first meeting or cycle I amounted to 44%, and in the second meeting amounted to 55%. While in cycle l at the first meeting obtained 83% of the data was obtained, and in the second meeting the data obtained was 94%. Thus it can be concluded that the game congklak can develop social-emotional development in children between the ages of 5-6 years at Alamanda Kindergarten.Dasar penelitian ini adalah hasil data penelitian studi awal yang menunjukkan kondisi dilapangan dalam aspek kecerdasan sosial emosional pada anak-anak yang berusia antara 5-6 tahun masih rendah. Terbukti ada anak ketika mengikuti kegiatan dalam belajar dan bermain masih saling berebut alat tulis ataupun mainan milik temannya.Ketika diberi tugas kelompok anak-anak tidak dapat melakukannya dan cenderung bermain secara individu dan tidak sabar dalam menunggu giliran bermain. Permainan congklak sangatlah baik untuk dijadikan media pembelajaran dalam menumbuh kembangkan sosial emosional anak. Maksud penelitian ini tiada lain adalah ingin mengetahui pemanfaatan media permainan congklak dalam menumbuh kembangkan sosial emosional pada anak-anak yang berusia 5-6 tahun TK Alamanda. Sedang dalam jenisnya penelitian ini termasuk kedalam PTK atau penelitian tindakan kelas, yang dilakukan melalui tahap perencanaan, pelaksanaan, observasi dan refleksi. Sedangkan dalam subjeknya penelitian ini adalah anak usia-anak yang berusia antara 5-6 tahun TK Alamanda yang berjumlah 18 orang anak. Dan Teknik dalam pengumpulan datanya dengan cara observasi dan wawancara. Sedangkan datanya yang dianalisis dengan cara statistik deskriptif. Berdasarkan datanya yang diperoleh secara analisis maka hasil yang didapat dalam pertemuan kesatu atau siklus I sebesar 44%, dan di pertemuan yang kedua sebesar 55%. Sedangkan di siklus ke II pada pertemuan kesatu didapatkan data 83%, dan di pertemuan keduanya data yang didapat sebesar 94%. Dengan demikian dapat diambil kesimpulan bahwa dalam permainan congklak dapat menumbuh kembangkan sosial emosional pada anak-anak antara usia 5-6 tahun TK Alamanda.

MENGEMBANGKAN KEMAMPUAN MEMBACA PERMULAAN ANAK MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH Windi Windya Ningrum; Fifiet Dwi Tresna Santana
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 3, No 5 (2020): Volume 3 Nomor 5, September 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v3i5.p%p

Beginning reading for children is very important because the ability to read the beginning includes one aspect of child development that must be stimulated. The purpose of this study is to describe the development of children's early reading skills. Based on findings in the field, to stimulate children's early reading skills is through the make a match type cooperative learning model. Where this learning model is done by the technique of children matching the cards obtained with a partner which is a problem or answer. This research uses descriptive qualitative research methods. Qualitative descriptive research is research that uses facts as an object of research. The study involved 22 vulnerable children aged 5-6 years and educators in TK Plus Al-Karomah. This study uses data collection techniques such as observation, interviews, and documentation, and data analysis techniques used in this study are thematic analysis. The results of the study estimate the development of the beginning reading skills of children aged 5-6 years through the type of making a match cooperative learning model increased.Membaca permulaan untuk anak sangat penting karena kemampuan membaca permulaan termasuk kedalam salah satu aspek perkembangan anak yang harus distimulus. Tujuan dari penelitian ini yakni menggambarkan pengembangan kemampuan membaca permulaan anak. Berdasarkan temuan di lapangan, bahwa untuk menstimulus kemampuan membaca permulaan anak yaitu melalui model pembelajaran kooperatif tipe make a match. Dimana model pembelajaran ini dilakukan dengan teknik anak mencocokan kartu yang didapatkan dengan pasangannya yang merupakan soal atau jawaban. Penelitian ini menggunakan metode penelitian deskriptif kualitatif. Penelitian deskriptif kualitatif ialah penelitian yang menggunakan fakta sebagai suatu objek penelitian. Penelitian ini melibatkan 22 orang anak dengan rentan usia 5-6 tahun dan pendidik di TK Plus Al-Karomah. Penelitian ini menggunakan teknik pengumpulan data berupa observasi, wawancara dan dokumentasi dan teknis analisis data yang digunakan dalam penelitian ini adalah analisis tematik. Hasil dari penelitian mendeskirpsikan perkembangan kemampuan membaca permulaan anak berusia 5-6 tahun melalui model pembelajaran kooperatif tipe make a match lebih meningkat.

MENINGKATKAN KECERDASAN INTRAPERSONAL ANAK USIA DINI DENGAN PENERAPAN METODE PROYEK MELALUI KEGIATAN MENANAM BUNGA Yulia Fatimah; Fifiet Dwi Tresna Santana
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 4, No 5 (2021): Volume 4 Nomor 5, September 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v4i5.p577-585

This research was conducted on early childhood in the background with many children who do not know the needs of themselves or others due to a lack of communication and socialization to children, their families, and their environment. So learning activities are needed that can improve intrapersonal intelligence in children from an early age because at an early age it is very good to apply learning that stimulates intrapersonal intelligence to make a good child's personality. This research method is the Classroom Action Research (PTK). The research subjects were group B students at RA Al Hikmah Cisarua. Data collection techniques are observation, interviews, and documentation. Analysis of data collection using descriptive qualitative analysis methods. The learning method using the project method in flower planting activities carried out at the RA Al Hikmah Cisarua school aims to determine the development of children in increasing the ability of Intrapersonal intelligence. The results of the study 25% developed as expected, 50% began to develop but there were still 25% who had not developed in cycle I. Meanwhile, in cycle II 58.3% of children developed according to expectations, and 41.7% of children developed very well on their intrapersonal intelligence. So the conclusion is that learning project methods by planting flowers can improve intrapersonal intelligence in children.Penelitian ini dilakukan pada anak usia dini di latar belakangi dengan masih banyak anak yang belum mengetahui kebutuhan dirinya maupun orang lain yang diakibatkan kurangnya komunikasi dan sosialisasi pada anak, keluarga dan lingkungannya. Maka dibutuhkan kegiatan pembelajaran yang dapat meningkatkan kecerdasan Intrapersonal pada anak sejak dini karena pada usia dini sangat baik menerapkan pembelajaran yang menstimulus kecerdasan Intrapersonal untuk menjadikan pribadi anak yang baik. Metode penelitian ini adalah metode Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah peserta didik kelompok B di RA Al Hikmah Cisarua. Teknik pengumpulan datanya adalah observasi, wawancara, dan dokumentasi. Analisis pengumpulan data menggunakan metode analisis deskriptif kualitatif. Metode pembelajaran dengan menggunakan metode proyek pada kegiatan menanam bunga yang dilakukan di sekolah RA Al Hikmah Cisarua, bertujuan untuk mengetahui perkembangan anak dalam meningkatkan kemampuan kecerdasan Intrapersonal. Hasil penelitian 25% berkembang sesuai harapan, 50% mulai berkembang tetapi masih ada 25% yang belum berkembang pada siklus I. Sedangkan pada siklus II 58,3% anak berkembang sesuai harapan dan 41,7% anak berkembang sangat baik pada kecerdasan Intrapersonalnya. Sehingga kesimpulannya bahwa melalui pembelajaran metode proyek dengan menanam bunga dapat meningkatkan kecerdasan intrapersonal pada anak.

MENGEMBANGKAN KECERDASAN LOGIS MATEMATIK PADA ANAK USIA DINI MELALUI METODE CERITA BERGAMBAR MODEL POP UP KELOMPOK B Desy Eka Putri; Siti Nurinayah; Fifiet Dwi Tresna Santana; Dewi Safitri Elshap
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 2, No 6 (2019): Volume 2 Nomor 6, November 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v2i6.p382-387

This research was conducted to find out the differences from the learning methods of ordinary pictorial stories with the pop up models of the more unique and different pop up models, but also through this research it is hoped to provide new experiences for children, bearing in mind that learning is still focused on writing, reading and counting (calistung). This study uses the experimental method because there is a comparison between the control class and the experimental class. The subject and location of the study were group B students. The study population was the B-Saturn group and the B-Uranus group with a sample students, with a total of 28 students. Data collection techniques using pretest and posttest. Pretest technique using ordinary picture stories while in the posttest technique using picture models pop up. Results of Research The average value (mean) in the control class is BB (1.21), MB (0.21), BSB (0.42) and BSH (0.14) while in the experimental class the average value is BB (0.29), MB (0.21) , BSB (0.5) and BSH (0.14). Then it can be concluded that "Hypothesis is accepted", meaning that there is a difference between student learning outcomes to develop mathematical logical intelligence in the pretest and post test. So it can be concluded that there is an influence in "Developing mathematical logical intelligence in early childhood through the method of picture story pop up models in group B"This research was conducted to find out the differences from the learning methods of ordinary pictorial stories with the pop up models of the more unique and different pop up models, but also through this research it is hoped to provide new experiences for children, bearing in mind that learning is still focused on writing, reading and counting (calistung). This study uses the experimental method because there is a comparison between the control class and the experimental class. The subject and location of the study were group B students. The study population was the B-Saturn group and the B-Uranus group with a sample students, with a total of 28 students. Data collection techniques using pretest and posttest. Pretest technique using ordinary picture stories while in the posttest technique using picture models pop up. Results of Research The average value (mean) in the control class is BB (1.21), MB (0.21), BSB (0.42) and BSH (0.14) while in the experimental class the average value is BB (0.29), MB (0.21) , BSB (0.5) and BSH (0.14). Then it can be concluded that "Hypothesis is accepted", meaning that there is a difference between student learning outcomes to develop mathematical logical intelligence in the pretest and post test. So that it can be concluded mathematical logical intelligence by using the pop up model pictorial story method is better than groups that use ordinary learning.

IMPLEMENTASI PEMBELAJARAN ANGKLUNG UNTUK MENINGKATKAN KREATIVITAS SENI ANAK USIA DINI Sri Nursanti; Enceng Mulyana; Fifiet Dwi Tresna Santana
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 4, No 3 (2021): Volume 4 Nomor 3, Mei 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v4i3.p%p

Early childhood education learning is carried out through providing educational stimulation to assist growth and development. Angklung learning activities are an effort to increase success in achieving learning objectives. This study aims to describe the implementation of angklung learning to improve the creativity of early childhood in Kober the group of foster parents Al-Hidayah Sumber Sari Indah Bandung. This research used a qualitative approach with a case study method to gain more in-depth data with the subject of research are managers, teachers, students, and caregivers. Data collection is done by interview, observation, and documentation. In this study, data analysis was carried out by collecting data, reducing data, presenting data, and drawing conclusions. The results of this study indicate that: (1) The planning is done by the principal, teachers, and caregivers. The learning process is carried out in a group with angklung activities the opening prayer, the core activities direct play angklung appropriate referrals from the coach, and concludes with a prayer as well as greetings. Model learning using a model cooperative. Learning assessment angklung is performed by looking at the indicator guidelines play angklung (2) Children's understanding of angklung increased after following activities angklung (3) Factors supporting learning, angklung is the facilities and infrastructure in use to learn already adequate, angklung is comfortable and spacious. Factors restricting learning angklung is coach come late, children do play, don't pay attention to the instruction from the coach, the child does not want to ring the angklung.Pembelajaran pendidikan anak usia dini dilaksanakan melalui pemberian stimulasi pendidikan dalam rangka membantu pertumbuhan dan perkembangan. Kegiatan pembelajaran angklung merupakan suatu upaya untuk meningkatkan keberhasilan dalam pencapaian tujuanpembelajaran. Penelitian ini bertjuan untuk mendeskripsikan implementasi pembelajaran angklunguntuk meningkatkan kreativitas seni anak usia dini di KOBER Kelompok Orangtua Asuh Al-Hidayah Sumber Sari Indah Bandung. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus yang bertujuan untuk mendapatkan data secara mendalam dengan subjek penelitian adalah pengelola, guru, peserta didik, dan wali murid. Pengumpulan data dilakukan dengan teknik wawancara, observasi, dan dokumentasi. Dalam penelitian ini analisis data dilakukan dengan cara pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa: (1) Perencanaan dilakukan oleh kepala sekolah, guru, dan wali murid. Proses pembelajaran angklung dilaksanakan secara berkelompok dengan kegiatan pembuka yaitu berdoa, kegiatan inti yaitu langsung bermain angklung sesuai arahan dari pelatih, dan diakhiri dengan berdoa serta memberi salam. Model belajar menggunakan model kooperatif. Penilaian pembelajaran angklung dilakukan dengan melihat pedoman indikator bermain angklung (2) Kreativitas seni anak meningkat setelah mengikuti kegiatan pembelajaran angklung (3) Faktor pendukung pembelajaran angklung adalah sarana dan prasarana yang digunakan untuk belajar angklung sudah memadai, nyaman serta luas. Faktor penghambat pembelajaran angklung yaitu pelatih datang terlambat, anak tidak memperhatikan instruksi dari pelatih, anak tidak mau membunyikan angklungnya.

PEMBELAJARAN PERMAINAN ULAR TANGGA UNTUK MENINGKATKAN KECERDASAN LOGIKA MATEMATIKA Nurlailly Badriah; Fifiet Dwi Tersna Santana
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 4, No 2 (2021): Volume 4 Nomor 2, Maret 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v4i2.p%p

This study aims to improve mathematical logic intelligence through learning to play snakes and ladders, early childhood is in a golden age in its growth and development and needs to be facilitated and stimulated with various things to support the six aspects of development in early childhood. Early childhood can be stimulated through creativity with the support of teachers and parents at home. Researchers carry out activities to stimulate children to improve mathematical logic intelligence by playing snakes and ladders, with this can help children in introducing the symbols of numbers with fun play, so that children do not feel bored and bored when learning is taking place in counting. This study uses a qualitative descriptive method that this method is carried out directly with various natural contexts, then the researcher describes and describes the events in the field like the learning process, and the focus of research is assisted by using a camera, children are understood as a whole as individuals who interact with the environment, and researchers describe everything that happens in the field. The data analysis techniques used were data reduction, data display, and conclusion drawing. The results of research in the field show that there is an increase in mathematical logic intelligence. Based on the results of the study, it can be concluded that learning the game of snakes and ladders can develop mathematical logic intelligence in early childhood.Penelitian ini bertujuan untuk meningkatkan kecerdasan logika matematika melalui pembelajaran permain ular tangga, anak usia diniberada pada masa keemasan (Golden Age) dalam pertumbuhan dan perkemangannya serta perlu difasilitasi dan distimulus dengan berbagai hal untuk mendukung enam aspek perkembangan pada anak usia dini. Pada dasarnya anak usia dini dapat dirangsang melalui kreativitasnya dengan dukungan dari guru dan orang tua dirumah.Penelitimelakukan kegiatan untuk menstimulus anak dalam meningkatkan kecerdasan logika matematika dengan permainan ular tangga, dengan ini dapat membantu anak dalam mengenalkan lambang bilangan dengan bermain yang menyenangkan, sehingga anak tidak merasa bosan dan jenuh saat pembelajaran sedang berlangsung dalam berhitung, penelitian ini menggunakan metode deskriptif kualitatif bahwasannya metode ini dilakukan secara langsung dengan berbagai konteksalamiah, maka peneliti mendeskripsikan dan menggambarkan kejadian yang ada dilapangan seperti apa proses pembelajarannya, dan fokus penelitian yang dibantu menggunakan kamera, anak dipahami secara utuh sebagai pribadi yang berinteraksi dengan lingkungan, dan peneliti menuangkan semua yang terjadi dilapangan. Teknik analisis data yang digunakan yaitu reduksi data, display data, dan penarikan kesimpulan. Hasil penelitian dilpangan menunjukan bahwa adanya peningkatan kecerdasan logika matematika. Berdasarkan hasil penelitian dapat disimpulkan bahwa dengan pembelajaran permainan ular tangga dapat meumbuh kembangkankecerdasan logika matematika pada anak usia dini.

PEMBELAJARAN MEDIA VISUAL PERMAINAN KELERENG ANAK USIA DINI UNTUK MENINGKATKAN KEMAMPUAN MOTORIK HALUS PADA KELOMPOK B Intan Wulansari; Enceng Mulyana; Fifiet Dwi Tresna Santana
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 4, No 1 (2021): Volume 4 Nomor 1, Januari 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v4i1.p%p

Basic data from the results of the initial study shows that the conditions in the field in the aspect of fine motor skills in children aged 5-6 years are still low. Proven children when participating in learning activities there are still many children who are less active in fine motor development. One of them is the evidence that there are some children who have not been able to hold a pencil properly and correctly according to the rules. The game of marbles is very good as a learning medium in developing fine motor skills. The purpose of this study is none other than wanting to know the use of marbles game media in developing fine motor skills in children aged 5-6 years TK TK 1.This research is included in the CAR, which is carried out through the stages of planning, implementation, observation, reflection and The subjects of this study were children aged 5-6 years, TK BBM 1 with a total of 20 children. Data collection techniques by observation and interview. While the data are analyzed by descriptive statistics. Based on the data obtained, the results obtained in the first meeting or cycle I amounted to 44%, and in the second meeting amounted to 55%. Whereas in the second cycle at the first meeting 83% of the data was obtained, and at the second meeting the data obtained was 94%.Thus it can be concluded that in the game marbles can grow and develop fine motor skills in children between the ages of 5-6 years TK BBM 1. Dasar hasil data penelitian studi awal yang menunjukkan kondisi dilapangan dalam aspek kemampuan motorik halus pada anak-anak yang berusia antara 5-6 tahun masih rendah. Terbukti ada anak ketika mengikuti kegiatan dalam belajar masih banyak anak yang kurang aktif dalam perkembangan motorik halus. Salah satunya bukti tersebut ada beberapa anak yang belum mampu memegang pensil yang baik dan benar sesuai dengan aturannya.Permainan kelereng sangatlah baik untuk dijadikan media pembelajaran dalam menumbuh kembangkan kemampuan motorik halus. Maksud penelitian ini tiada lain adalah ingin mengetahui pemanfaatan media permainan kelereng dalam menumbuh kembangkan kemampuan motorik halus pada anak-anak yang berusia 5-6 tahun TK BBM 1. Penelitian ini termasuk kedalam Penelitian Tindakan Kelas (PTK), yang dilaksanakan melalui tahap perencanaan, pelaksanaan, observasi, refleksi dan subjek penelitian ini adalah anak yang berusia antara 5-6 tahun TK BBM 1 yang berjumlah 20 orang anak.Teknik pengumpulan datanya dengan cara observasi dan wawancara. Sedangkan datanya yang dianalisis dengan cara statistik deskriptif. Berdasarkan datanya yang diperoleh maka hasil yang didapat dalam pertemuan kesatu atau siklus I sebesar 44%, dan di pertemuan yang kedua sebesar 55%. Sedangkan di siklus ke II pada pertemuan kesatu didapatkan data 83%, dan di pertemuan keduanya data yang didapat sebesar 94%. Dengan demikian dapat diambil kesimpulan bahwa dalam permainan kelereng dapat menumbuh kembangkan kemampuan motorik halus pada anak-anak antara usia 5-6 tahun TK BBM 1.

Title

Found 18 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 18 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 18 Documents
Search