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Improving Language Skills Through Smart Board Media Ages 5-6 Years in Kindergarten: Peningkatan Kemampuan Bahasa Melalui Media Papan Pintar Usia 5-6 Tahun di Taman Kanak Kanak Fransiska, Ainun; Destiana, Evie
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

Observations made at TK ABA 25 Wage Sidoarjo on children aged 5-6 years showed that there were still difficulties in the development of language skills with a percentage of 44% of children who had reached the development of language skills. This study aims to improve children's language skills through activities to recognize letters using smart board media. The type of research used in this research is classroom action research (CAR) with the techniques used when collecting data using documentation, observation and interviews. The results of this study indicate that there is an increase in language skills through smart board media, namely 44% in the pre-cycle, 64% in the first cycle and 84% in the second cycle. Based on this, it can be concluded that through the media smart board can improve the language skills of children aged 5-6 years in TK Aisyiyah Busthanul Athfal 25 Wage.

Revolutionizing Early Education through Advanced Speaking Skills Approach: Merevolusi Pendidikan Anak Usia Dini melalui Pendekatan Keterampilan Berbicara Tingkat Lanjut Ni’mah, Alfa; Destiana, Evie
Indonesian Journal of Education Methods Development Vol. 19 No. 2 (2024): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i2.829

This study implemented the show and tell method to enhance the speaking skills of 5-6-year-old children at Wonosari Muslimat Kindergarten. Using the Classroom Action Research (PTK) approach with collaborative planning, implementation, and reflection, data were collected through observation, interviews, and documentation. Results showed significant improvement, reaching 77.47% proficiency in the second cycle, meeting the 75% target. This research highlights the effectiveness of the show and tell method in improving early childhood speaking skills. Highlight: Show and Tell: Boosting Speaking Skills Early Childhood Education: Language Development Focus Action Research: Collaborative Improvement Approach Keyword: Show and Tell Method, Speaking Skills, Early Childhood Education, Classroom Action Research, Improvement.

Market Day Encourages Social Interaction Among Children Aged 3–4 Years Old: Market Day Mendorong Interaksi Sosial Anak Usia 3–4 Tahun Ilmiah, Nikmatul; Destiana, Evie
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.906

General Background: Social-emotional development is a key aspect of early childhood growth, requiring children to interact effectively with peers and their surrounding community. Specific Background: Activities that simulate real-life social interactions, such as Market Day, can provide valuable opportunities for practicing social skills. Knowledge Gap: While experiential learning activities are widely discussed, empirical evidence on Market Day’s role in fostering social interaction among very young learners remains limited. Aims: This study investigates the significant relationship between Market Day activities and social interaction skills in children aged 3–4 years at KB-TK Aisyiyah Bustanul Athfal Solokuro. Results: Using a pre-test and post-test design with 20 participants, data were analyzed through normality and homogeneity tests, followed by a paired t-test in IBM SPSS 26.0. Findings showed a significance value of 0.000 ≤ 0.05 and Thitung (9.890) > Ttabel (2.101), indicating a statistically significant improvement in social interaction. Novelty: This study provides quantitative evidence of Market Day’s role in enhancing early childhood social skills in a formal educational setting. Implications: The results suggest integrating structured experiential activities into early childhood curricula to promote social development. Highlights: Quantitative proof of Market Day fostering social interaction in young children. Employs pre-test and post-test design with robust statistical analysis. Supports integrating experiential learning into early childhood curricula. Keywords: Market Day, Early Childhood, Social Interaction, Experiential Learning, Preschool Education

Early Childhood English Learning at The Naff Kindergarten: Pembelajaran Bahasa Inggris Anak Usia Dini di TK The Naff Irwahani , Inama; DESTIANA, EVIE
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.923

General background: Early childhood is a critical period for language development, and exposure to foreign languages, particularly English, provides essential foundations for future communication. Specific background: In Indonesia, English is introduced as a foreign language from an early age, yet many schools still face challenges in implementation due to varying teacher competencies and parental awareness. Knowledge gap: Limited studies comprehensively describe the structured application of English learning in early childhood within bilingual school contexts. Aims: This study examines the implementation of English learning for children aged 5–6 years at The Naff A Creative & Fun School, focusing on teaching strategies, teacher competencies, and children’s achievements. Results: Data from structured and non-participant observations as well as semi-structured interviews show that children acquire basic vocabulary (colors, numbers, fruits, animals, etc.) and develop confidence in simple communication. Teachers play a central role through consistent routines, communication books, and bilingual classroom practices. Novelty: This study highlights how structured daily habituation combined with teacher preparation effectively fosters early English exposure in a playful yet systematic manner. Implications: Findings emphasize the importance of integrating bilingual practices into early childhood curricula and strengthening teacher qualifications to support sustainable language acquisition. Highlights: English learning at early age benefits from daily habituation. Teacher competence and creativity are crucial for successful practice. Bilingual strategies strengthen children’s vocabulary and confidence. Keywords: Early Childhood, English Learning, Bilingual Education, Teacher Competence, Language

Improving Language Skills Through Smart Board Media Ages 5-6 Years in Kindergarten: Peningkatan Kemampuan Bahasa Melalui Media Papan Pintar Usia 5-6 Tahun di Taman Kanak Kanak Fransiska, Ainun; Destiana, Evie
Indonesian Journal of Education Methods Development Vol. 18 No. 1 (2023): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v21i.698

Observations made at TK ABA 25 Wage Sidoarjo on children aged 5-6 years showed that there were still difficulties in the development of language skills with a percentage of 44% of children who had reached the development of language skills. This study aims to improve children's language skills through activities to recognize letters using smart board media. The type of research used in this research is classroom action research (CAR) with the techniques used when collecting data using documentation, observation and interviews. The results of this study indicate that there is an increase in language skills through smart board media, namely 44% in the pre-cycle, 64% in the first cycle and 84% in the second cycle. Based on this, it can be concluded that through the media smart board can improve the language skills of children aged 5-6 years in TK Aisyiyah Busthanul Athfal 25 Wage.

Revolutionizing Early Education through Advanced Speaking Skills Approach: Merevolusi Pendidikan Anak Usia Dini melalui Pendekatan Keterampilan Berbicara Tingkat Lanjut Ni’mah, Alfa; Destiana, Evie
Indonesian Journal of Education Methods Development Vol. 19 No. 2 (2024): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i2.829

This study implemented the show and tell method to enhance the speaking skills of 5-6-year-old children at Wonosari Muslimat Kindergarten. Using the Classroom Action Research (PTK) approach with collaborative planning, implementation, and reflection, data were collected through observation, interviews, and documentation. Results showed significant improvement, reaching 77.47% proficiency in the second cycle, meeting the 75% target. This research highlights the effectiveness of the show and tell method in improving early childhood speaking skills. Highlight: Show and Tell: Boosting Speaking Skills Early Childhood Education: Language Development Focus Action Research: Collaborative Improvement Approach Keyword: Show and Tell Method, Speaking Skills, Early Childhood Education, Classroom Action Research, Improvement.

Market Day Encourages Social Interaction Among Children Aged 3–4 Years Old: Market Day Mendorong Interaksi Sosial Anak Usia 3–4 Tahun Ilmiah, Nikmatul; Destiana, Evie
Indonesian Journal of Education Methods Development Vol. 20 No. 3 (2025): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i3.906

General Background: Social-emotional development is a key aspect of early childhood growth, requiring children to interact effectively with peers and their surrounding community. Specific Background: Activities that simulate real-life social interactions, such as Market Day, can provide valuable opportunities for practicing social skills. Knowledge Gap: While experiential learning activities are widely discussed, empirical evidence on Market Day’s role in fostering social interaction among very young learners remains limited. Aims: This study investigates the significant relationship between Market Day activities and social interaction skills in children aged 3–4 years at KB-TK Aisyiyah Bustanul Athfal Solokuro. Results: Using a pre-test and post-test design with 20 participants, data were analyzed through normality and homogeneity tests, followed by a paired t-test in IBM SPSS 26.0. Findings showed a significance value of 0.000 ≤ 0.05 and Thitung (9.890) > Ttabel (2.101), indicating a statistically significant improvement in social interaction. Novelty: This study provides quantitative evidence of Market Day’s role in enhancing early childhood social skills in a formal educational setting. Implications: The results suggest integrating structured experiential activities into early childhood curricula to promote social development. Highlights: Quantitative proof of Market Day fostering social interaction in young children. Employs pre-test and post-test design with robust statistical analysis. Supports integrating experiential learning into early childhood curricula. Keywords: Market Day, Early Childhood, Social Interaction, Experiential Learning, Preschool Education

Early Childhood English Learning at The Naff Kindergarten: Pembelajaran Bahasa Inggris Anak Usia Dini di TK The Naff Irwahani , Inama; DESTIANA, EVIE
Indonesian Journal of Education Methods Development Vol. 20 No. 2 (2025): May
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v20i2.923

General background: Early childhood is a critical period for language development, and exposure to foreign languages, particularly English, provides essential foundations for future communication. Specific background: In Indonesia, English is introduced as a foreign language from an early age, yet many schools still face challenges in implementation due to varying teacher competencies and parental awareness. Knowledge gap: Limited studies comprehensively describe the structured application of English learning in early childhood within bilingual school contexts. Aims: This study examines the implementation of English learning for children aged 5–6 years at The Naff A Creative & Fun School, focusing on teaching strategies, teacher competencies, and children’s achievements. Results: Data from structured and non-participant observations as well as semi-structured interviews show that children acquire basic vocabulary (colors, numbers, fruits, animals, etc.) and develop confidence in simple communication. Teachers play a central role through consistent routines, communication books, and bilingual classroom practices. Novelty: This study highlights how structured daily habituation combined with teacher preparation effectively fosters early English exposure in a playful yet systematic manner. Implications: Findings emphasize the importance of integrating bilingual practices into early childhood curricula and strengthening teacher qualifications to support sustainable language acquisition. Highlights: English learning at early age benefits from daily habituation. Teacher competence and creativity are crucial for successful practice. Bilingual strategies strengthen children’s vocabulary and confidence. Keywords: Early Childhood, English Learning, Bilingual Education, Teacher Competence, Language

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