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All Journal Jurnal Pendidikan Indonesia Jambura Elementary Education Journal EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Khirani: Jurnal Pendidikan Anak Usia Dini EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran Inovasi Pendidikan dan Anak Usia Dini Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Aksi Kita: Jurnal Pengabdian Kepada Masyarakat
Fiola Indah Putri Pratama
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Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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Analisis Kemampuan Komunikasi pada Anak Usia Dini Kelas B1 di Sekolah TK Negeri Pembina Wiwid Asianti Mooduto; Rini Yanti Uaneto; Masita Siyuta; Nazwa Fathlyah Makmur; Fiola Indah Putri Pratama
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 6 No. 3 (2025): Ta'rim: Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v6i3.2781

Abstract

This study aims to analyze the communication skills of early childhood students in class B1 at TK Negeri Pembina. The background of this study stems from the importance of early affective development, particularly communication skills, which form the foundation of children's social-emotional and cognitive development. The research method used a quantitative approach with seven children (3 boys and 4 girls) as subjects through checklist instrument observation, which was then analyzed descriptively and quantitatively. The results showed that most children (90%) had excellent communication skills, particularly in listening, storytelling, remembering, and self-expression. However, 10% of children still experienced difficulties in understanding and speaking, such as difficulty processing information, conveying ideas clearly, and asking for help when needed. These findings emphasize that children's communication skills need to be continuously developed through creative and interactive learning strategies, such as role-playing, storytelling, and providing a rich language environment. The role of teachers and parents is an important factor in facilitating children's communication development by creating positive interactions, setting a good example in language use, and creating a conducive learning atmosphere. Thus, the development of communication skills from an early age contributes greatly to children's affective, social, and academic development in a sustainable manner.
Analisis Kemampuan Toleransi Sosial pada anak usia 5-6 tahun di TK Telkom Gorontalo Amalia Monoarfa; Amelia Daaliwa; Cindawati Pakaya; Triassetiawaty Dade; Fiola Indah Putri Pratama
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 6 No. 3 (2025): Ta'rim: Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v6i3.2782

Abstract

Introducing a sense of tolerance from an early age, especially in preschool, is crucial for building a harmonious society. This article discusses the importance of instilling the values ​​of tolerance and mutual respect among children, particularly in the context of religious diversity. The study, conducted at Telkom Kindergarten in Gorontalo, involved seven students aged 5-6 years. The data collection technique used a Guttman scale questionnaire with intervals (Yes-No). The results showed that 85% of children had demonstrated tolerant attitudes, which include accepting differences, respecting others, and appreciating the religion or beliefs of others. However, there were still 15% of children who were not fully tolerant. Therefore, it is recommended to further develop social tolerance skills in early childhood through various structured and systematic approaches, such as modeling, habituation, storytelling, outdoor activities, singing, and providing appropriate rewards and consequences. It is important to build strong synergy between parents and teachers in formal educational institutions to guide children in developing a tolerant character. In addition, efforts need to be made to increase students' awareness of good behavior, and parents' use of democratic education also plays a crucial role in developing tolerance skills in early childhood.
Analisis Perilaku Percaya Diri pada Usia 5-6 Tahun : Faktor Lingkungan, Pola Asuh, Interaksi Sosial, Motivasi, dan Perkembangan Kognitif Anak Sri Ramla Wati Monoarfa; Rabiatul Adawiya Lapasu; Tri Hastri Bumulo; Prahara M.Marjuni; Fiola Indah Putri Pratama
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 6 No. 3 (2025): Ta'rim: Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v6i3.2788

Abstract

This research explores self-confidence in early childhood, focusing on children aged 5–6 years at TK Pembina Ki Hajar Dewantara. Self-confidence is recognized as an essential part of affective development, influencing personality formation, social-emotional competence, and readiness to face life’s challenges. The study applied a descriptive quantitative design with five children from group B as participants. Data collection was carried out through observation using structured assessment instruments to identify indicators of self-confidence, such as performing in front of others, leading simple tasks, expressing opinions, and engaging in role-play activities. Findings showed that all subjects obtained an average score of 4, categorized as Very Well Developed (BSB). These results indicate that the children displayed strong belief in themselves, decision-making ability, and emotional stability when interacting with others. The study further highlights the significant contribution of teachers and parents in nurturing children’s confidence by providing guidance, encouragement, recognition, and creative learning strategies, including role-play and artistic activities. Consequently, building self-confidence from an early stage is a critical foundation for ensuring children’s success academically and socially.
Praktik Metode Bercerita dengan Media Puzzle dalam Mengembangan Afektif Anak di TK Sandhy Putra Telkom Gorontalo Reva Nesya Hamatia; Gracia Aulianza Puluhulawa; Nurul Aini MM Sodik; Fiola Indah Putri Pratama; Sri Wahyuningsih Laiya; Sulastya Ningsih; Nunung Suryana Jamin; Noval Yakub
Aksi Kita: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 6 (2025): NOVEMBER-DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/syxpe343

Abstract

Praktik kegiatan pembelajaran berbasis cerita dengan media puzzle di TK Sandhy Putra Telkom Gorontalo bertujuan untuk mengembangkan aspek afektif anak usia dini, khususnya dalam hal interaksi sosial, empati, dan pengelolaan emosi. Metode yang digunakan adalah observasi partisipatif selama praktik pembelajaran dengan tema "Binatang di Kebun Binatang". Hasil menunjukkan bahwa kegiatan bercerita dengan puzzle mampu meningkatkan antusiasme anak, keterampilan kognitif (seperti pemecahan masalah), serta kemampuan sosial-emosional seperti kerja sama dan empati. Namun, terdapat kendala seperti perbedaan kemampuan individu anak, keterbatasan media, dan kebutuhan pendampingan intensif dari guru. Inovasi seperti "Pojok Emosi" dan bercerita interaktif dengan boneka jari direkomendasikan untuk meningkatkan efektivitas pembelajaran afektif. Jadi dapat disimpulkan bahwa kegiatan bercerita dengan media puzzle terbukti efektif dalam mengembangkan aspek afektif anak, sehingga berhasil mencapai tujuan yang telah ditetapkan.
Pendidikan Kemaritiman Anak PAUD melalui Pendekatan Experiential Learning dan STEAM dalam Program Lautku Lestari Olii, Rahmat; Ardini, Pupung Puspa; Pratama, Fiola Indah Putri
Jurnal Pengabdian Masyarakat: Pemberdayaan, Inovasi dan Perubahan Vol 5, No 6 (2025): JPM: Pemberdayaan, Inovasi dan Perubahan
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpm.v5i6.2388

Abstract

Low levels of environmental literacy and limited understanding among early childhood learners of the sea’s role as a source of life constitute a major challenge for Early Childhood Education (ECE) institutions in the coastal areas of Gorontalo. This Community Service Program aims to cultivate maritime environmental awareness and pro-environmental behaviors from an early age through an experiential learning approach integrated with the principles of Science, Technology, Engineering, Arts, and Mathematics (STEAM) within the Lautku Lestari program. The activities were implemented by a team of lecturers and students from the Early Childhood Teacher Education Program at Universitas Negeri Gorontalo through hands-on, experience-based learning, designed as a marine-themed carnival and bazaar. Children actively participated in creating works from recycled materials, parading in marine-biota costumes, and engaging in exploratory activities that holistically stimulated the cognitive, affective, and psychomotor domains. Based on structured observations of children’s behavior and participation, the results indicate improved understanding of marine cleanliness and recognition of marine organisms, alongside consistent initial behavioral changes, such as properly disposing of waste, reusing materials during play activities, and identifying simple environmentally friendly actions. Beyond its impact on children, the program produced a marine-themed learning module, eco-friendly educational media, and documentation of best practices in maritime education for ECE. Collaboration among the university, ECE institutions, and the local community emerged as a key factor supporting the program’s success. In terms of sustainability, the program is expected to serve as an adaptive model of maritime education-based community service that can be replicated by other ECE institutions, particularly in coastal regions.ABSTRAKRendahnya literasi lingkungan dan pemahaman anak usia dini terhadap fungsi laut sebagai sumber kehidupan menjadi permasalahan utama yang dihadapi lembaga Pendidikan Anak Usia Dini (PAUD) di wilayah pesisir Gorontalo. Program Pengabdian kepada Masyarakat ini bertujuan menanamkan kesadaran dan perilaku peduli lingkungan maritim sejak usia dini melalui pendekatan experiential learning yang terintegrasi dengan prinsip Science, Technology, Engineering, Arts, and Mathematics (STEAM) dalam Program Lautku Lestari. Kegiatan dilaksanakan oleh tim dosen dan mahasiswa Program Studi Pendidikan Guru Pendidikan Anak Usia Dini Universitas Negeri Gorontalo melalui pembelajaran berbasis pengalaman langsung yang dikemas dalam karnaval dan bazar tematik laut. Anak-anak terlibat aktif dalam pembuatan karya dari bahan daur ulang, parade kostum biota laut, serta aktivitas eksploratif yang menstimulasi aspek kognitif, afektif, dan psikomotor secara terpadu. Hasil kegiatan, berdasarkan observasi terstruktur terhadap perilaku dan partisipasi anak, menunjukkan peningkatan pemahaman tentang kebersihan laut dan pengenalan biota laut, serta munculnya perubahan perilaku awal yang konsisten, seperti kebiasaan membuang sampah pada tempatnya, penggunaan ulang bahan bekas dalam kegiatan bermain, dan kemampuan mengidentifikasi tindakan sederhana yang ramah lingkungan. Selain berdampak pada anak, program ini menghasilkan modul pembelajaran tematik laut, media edukatif ramah lingkungan, serta dokumentasi praktik baik pembelajaran maritim untuk PAUD. Kolaborasi antara perguruan tinggi, lembaga PAUD, dan masyarakat menjadi faktor pendukung keberhasilan program. Secara berkelanjutan, program ini diharapkan menjadi model pengabdian berbasis pendidikan kemaritiman yang adaptif dan dapat direplikasi oleh lembaga PAUD lain, khususnya di kawasan pesisir.
Pengabdian Masyarakat Melalui Seminar Parenting di SPS Patriotik, Desa Bube Baru, Kecamatan Suwawa, Kabupaten Bone Bolango, Provinsi Gorontalo Felista Mohamad; Nurfadilah Muthalib; Rapi US. Djuko; Fiola Indah Putri Pratama; Nunung Suryana Jamin; Try Hastri Bumulo; Nurul Aini Sodik
Nusantara: Jurnal Pengabdian kepada Masyarakat Vol. 6 No. 1 (2026): Februari: NUSANTARA Jurnal Pengabdian Kepada Masyarakat
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/nusantara.v6i1.7779

Abstract

This parenting seminar was designed to increase parents' capacity to understand and implement integrative holistic parenting, encompassing education, health, nutrition, and psychosocial aspects of children. An integrative holistic approach is considered important because child growth and development are influenced not only by formal education but also by health conditions, adequate nutrition, and emotional and social support from the family environment. This activity aims to provide comprehensive education to parents so they can carry out their parenting role optimally and sustainably. The activity was implemented using an interactive seminar method involving the delivery of material by competent speakers in the fields of childcare, education, and health, accompanied by discussions and a question-and-answer session that encouraged active participant participation. The material presented focused on understanding the concept of integrative holistic parenting, strategies for implementing positive parenting patterns, and the role of parents in supporting children's physical, emotional, social, and cognitive development. The results of the activity showed a significant increase in parents' knowledge, understanding, and attitudes regarding the importance of comprehensive and integrated parenting. Parents became more aware of their role as key figures in shaping character and optimizing children's potential from an early age. This seminar made a real contribution in equipping parents to be able to create a healthy, safe, and supportive parenting environment. This activity is expected to become a model for developing parental capacity in a sustainable manner with an integrative holistic approach as the key to successful child growth and development.
Hubungan Dukungan Sosial Keluarga terhadap Kedisiplinan Anak Usia 4-5 Tahun di TK Negeri Pembina Kota Gorontalo Sri Yulan Umar; Fiola Indah Putri Pratama; Annisa Fahmi Mannassai; Jumra U. Lahmutu; Hasmawati B. Usman; Sri Yunangsi Thalib
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 2 No. 2 (2025): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v2i2.648

Abstract

This study aims to determine the relationship between family social support and the discipline of 4-5-year-old children at Pembina State Kindergarten. The study used a quantitative method with a descriptive correlational approach. A sample of 14 parents was selected using a purposive sampling technique. Data were obtained through a five-level Likert scale questionnaire and analyzed using the Pearson Product-Moment correlation test. The results showed that children's discipline was in the very high category at 93.5%, while family social support was also in the very high category at 94.9%. However, the correlation test showed an r value of –0.14, indicating a very weak and insignificant relationship between family social support and children's discipline. This finding indicates that, despite high family support, other factors such as role models and school habits likely have a greater influence on the development of children's discipline. This study emphasizes the importance of collaboration between families and educational institutions in supporting the development of discipline in early childhood.
ANALISIS PEMAHAMAN GURU TERHADAP KONSEP DASAR PENDIDIKAN INKLUSIF Umar, Sri Yulan; Pratama, Fiola Indah Putri; Mannassai , Annissa Fahmi
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 1 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i1.9137

Abstract

The Government of Indonesia mandates that all schools must accept children with special needs within the inclusive education system. However, this obligation is not accompanied by a requirement for schools to fully understand the characteristics and needs of these children. This study aims to describe teachers’ understanding of the basic concepts of inclusive education in Early Childhood Education (ECE) schools throughout Gorontalo City. The research employed a quantitative descriptive approach, with data collected through a Likert scale (1–5) questionnaire. Data analysis was conducted using SPSS version 27. The results indicate that teachers’ understanding of the fundamental concepts of inclusive education is at a moderate level. This is reflected in teachers’ limited ability to implement learning style differentiation, inadequate school support services, and a lack of inclusive curriculum and assessment design. Therefore, it is necessary to strengthen teachers’ competencies through 1) practical training on differentiated instruction and inclusive assessment design; 2) enhance access to support services such as counseling and therapy, and 3) promote effective collaboration among teachers, specialists (therapists, psychologists, doctors), and parents. ABSTRAKPemerintah Indonesia mewajibkan semua sekolah untuk menerima anak-anak dengan kebutuhan khusus dalam sistem pendidikan inklusif. Namun, kewajiban ini tidak disertai dengan persyaratan bagi sekolah untuk sepenuhnya memahami karakteristik dan kebutuhan anak-anak tersebut. Penelitian ini bertujuan untuk menggambarkan pemahaman guru terhadap konsep dasar pendidikan inklusif di sekolah-sekolah Pendidikan Anak Usia Dini (PAUD) di seluruh Kota Gorontalo. Penelitian ini menggunakan pendekatan deskriptif kuantitatif, dengan data dikumpulkan melalui kuesioner skala Likert (1–5). Analisis data dilakukan menggunakan SPSS versi 27. Hasil menunjukkan bahwa pemahaman guru tentang konsep dasar pendidikan inklusif berada pada tingkat sedang. Hal ini tercermin dalam kemampuan guru yang terbatas dalam menerapkan diferensiasi gaya belajar, layanan dukungan sekolah yang tidak memadai, dan kurangnya desain kurikulum dan penilaian inklusif. Oleh karena itu, perlu memperkuat kompetensi guru melalui 1) pelatihan praktis tentang pengajaran diferensiasi dan desain penilaian inklusif; 2) meningkatkan akses ke layanan dukungan seperti konseling dan terapi, dan 3) mendorong kolaborasi efektif antara guru, spesialis (terapis, psikolog, dokter), dan orang tua.
Co-Authors Agus Kristiyanto Agus Kristiyanto Amalia Monoarfa Amelia Daaliwa Annisa Fahmi Mannassai Asna Djafar Cindawati Pakaya Davina S Maladjai Dwi A Nggai Felista Mohamad Gracia Aulianza Puluhulawa Hasmawati B. Usman Herlisna Kuku Herry Widyastono Herry Widyastono, Herry Husadani, Rizki Indriyati T Husain Jumra U. Lahmutu Lala Anoez Maghfira R. Mustapa Maisarah A.W.A Karim Mannassai , Annissa Fahmi Mannassai, Annisa Marsya Cikita Maryam Bilale Masita Siyuta Meriyani Anggowa Nazwa Fathlyah Makmur Ningsih, Sulastya Noval Yakub Nunung Suryana Jamin Nur R. Luawo Nurainun Pandju Nurfadilah Muthalib Nurul Aini MM Sodik Nurul Aini Sodik Olii, Rahmat Prahara M.Marjuni PUPUNG PUSPA ARDINI Rabiatul Adawiya Lapasu Rapi Us. Djuko Reva Nesya Hamatia Rini Yanti Uaneto Rosalinda Lasuku Sastri Sinde Siti A. Bidjuni Siti N. Mahmud Sofia K. Djafar Sri A. Onde Sri Ramla Wati Monoarfa Sri Wahyuningsih Laiya Sri Yulan Umar Sri Yunangsi Thalib Tira Talangani Tri Hastri Bumulo Tri Sela Lauding Triassetiawaty Dade Try Hastri Bumulo Umar, Sri Yulan Wa Ode Mardiyanti Wayan Indriani Wiwid Asianti Mooduto