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All Journal Abdimas Pedagogia: Jurnal Pendidikan Jurnal Midpro Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Riset dan Inovasi Pembelajaran Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Proceedings of The ICECRS Procedia of Social Sciences and Humanities Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Inquest Journal Journal of Empowerment and Community Service Jurnal Pendidikan Anak Usia Dini EJHEAA Journal of Technology and System Information Jurnal Pelita PAUD Jurnal Pengabdian Keolahragaan dan Sains Journal of Higher Education and Academic Advancement Academia Open
Evie Destiana
Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Muhammadiyah Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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The Increase in the Ability to Speak through the Katumbar Media in Children Aged 3-4 Years in Kindergarten: Peningkatan Kemampuan Berbicara Melalui Media Katumbar Pada Anak Usia 3-4 Tahun di KB Dewi Alizza Siffana; Evie Destiana
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2541

Abstract

Word cards pictorial of one of the media that can help the development of the ability to speak the child, because the media card images are concrete. From the observation of the researcher, the problem that often occurs in the KB Aisyiyah Bustanul Athfal 1 Candi. The ability to speak, children Play Groups yet can achieve optimal development, this is because the ability to speak the child is not smooth and less interestingly media used during the learning process takes place. Therefore it is necessary supporting media so that the kids want to reveal the experience of day - to- day, so that children become excited in following the learning and the goal of the teacher to improve the speaking skills of children can be successfully and running maximum by using the Card Word Picture. This research using the Method of Classroom Action Research to improve the ability to speak. This study was conducted in 2 cycles. The study was conducted in three stages namely pre-cycle, cycle I and cycle II to obtain the results as expected. In the pre cycle, most children still acquire an average value of 44,98% while in the first cycle the percentage value increases so that the obtained percentage value to be 63,31%, which means less than the maximum. Then the researchers proceeded to give the action in cycle II, after doing research on the second cycle is the percentage of the average value of the child becomes 81,66%, resulting from the acquisition of the average in cycle I and cycle II increased again. It can be seen from the comparison between cycle I and cycle II during the study. From the results obtained, there is an increase in proving that with the Word Cards Picture can improve the Speaking ability of the child.
Drama Learning Using the Role Play Method in Script Performances “Jangan Buang Sampah Sembarangan” in Lower Grade Elementary School: Pembelajaran Drama menggunakan Metode Role Play dalam Pementasan Naskah “Jangan Buang Sampah Sembarangan” anak kelas tingkat bawah Sekolah Dasar Andy Robby Iftida Amri; Evie Destiana
Academia Open Vol. 4 (2021): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.4.2021.3090

Abstract

This study aims to determine the learning process of drama extracurricular at the Primary School Lab School, State University of Surabaya using the role play method. This study uses a qualitative approach with a descriptive study type by observing the drama learning process using the role play method and drama performances using a script, don't litter at school art performances which are held regularly once a year. Data collection techniques used are observation, interviews and documentation. The data analysis technique used is data reduction such as selecting and classifying the findings needed so that they do not widen from the core of the discussion, presenting data from the findings of the training process to staging, and drawing conclusions from all findings. The results showed that learning drama by using the role play method, got satisfactory results because from these results students were able to appear confident and able to perform well in performing arts performances held at school.
Digital Storytelling Improves Cognitive Skills in Preschool Children: Cerita Digital Meningkatkan Keterampilan Kognitif pada Anak-Anak Pra-Sekolah Faridatun Muamaroh; Evie Destiana
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12240

Abstract

General Background: Early Childhood Education (ECE) plays a crucial role in optimizing multiple domains of child development, particularly cognitive abilities related to thinking, understanding, memory, and problem-solving. Specific Background: Children aged 5–6 years require engaging learning environments and appropriate stimulation to support emerging skills such as critical thinking, collaboration, and cause-and-effect reasoning. Knowledge Gap: Observations at RA Darul Arqom indicated that several children showed suboptimal cognitive performance, partly due to conventional teaching methods that lacked attractiveness and interactivity. Aims: This study aimed to examine the use of digital storytelling as a learning medium for children aged 5–6 years using a quantitative one-group pretest–posttest design. Results: Findings revealed a substantial rise in posttest scores compared with pretest results after the intervention. Statistical analysis showed normally distributed data (Sig. = 0.257), a significant F value (p = 0.000), and a significant t-test result (p < 0.05), indicating meaningful improvement in critical thinking, problem-solving, and understanding of causal relationships. Novelty: The study demonstrates the practical application of multimedia-based storytelling integrating visual, audio, text, and animation elements within an authentic preschool setting. Implications: Digital storytelling can serve as an innovative instructional strategy aligned with 21st-century learning demands, supporting early cognitive growth and preparing children for subsequent educational stages. Highlights: Post-intervention scores were markedly higher than baseline measurements. Children demonstrated stronger reasoning, questioning, and collaboration abilities. Statistical testing confirmed a significant difference between initial and final observations. Keywords: Digital Storytelling; Cognitive Development; Early Childhood Education; Preschool Children; Multimedia Learning
Teacher Roles in Developing Emotional Intelligence of Preschool Children: Peran Guru dalam Mengembangkan Kecerdasan Emosional Anak Usia Dini Nur Fatma Shafira; Evie Destiana
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12336

Abstract

General Background: Early childhood represents a critical developmental stage in which emotional intelligence forms the foundation for social adjustment, self-regulation, and interpersonal competence. Specific Background: In kindergarten settings, teachers function not only as instructors but also as daily role models who guide children’s emotional experiences through structured and habitual learning activities. Knowledge Gap: However, limited studies describe concretely how teacher roles are implemented in classroom practices to foster emotional intelligence among children aged 4–5 years. Aims: This study aims to describe the roles of teachers in building emotional intelligence at Dharma Wanita Persatuan Sedati Gede Kindergarten. Results: Using a descriptive qualitative design through observation, interviews, and documentation, findings indicate four integrated roles: educator through role-play activities, innovator through ice breaking and creative learning, communicator through storytelling and religious habituation, and motivator through daily routines such as queuing, sharing, praying, and classroom leadership. These practices support children in recognizing emotions, regulating behavior, showing empathy, and interacting confidently. Novelty: The study provides a contextual mapping of teacher functions linked directly to daily classroom strategies. Implications: The findings offer practical guidance for early childhood educators to structure consistent, meaningful activities that cultivate emotional intelligence in preschool environments. Keywords: Emotional Intelligence, Teacher Roles, Early Childhood Education, Classroom Practices, Preschool Learning Key Findings Highlights: Four functional positions guide socio-emotional growth in daily routines Experiential play activities stimulate empathy and self-control Religious habituation supports discipline and prosocial behavior
Early Reading Skill Progression Using Illustrated Word Cards: Perkembangan Keterampilan Membaca Awal Menggunakan Kartu Kata Bergambar Rachma Melanianing arum; Evie Destiana
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12677

Abstract

General Background Early childhood education represents a critical foundation for language development, particularly in early reading skills that support later literacy acquisition. Specific Background In kindergarten settings, early reading activities are often limited to conventional board-based instruction, which may not adequately engage children aged 5–6 years in recognizing letters, syllables, and simple sentences. Knowledge Gap There is limited classroom-based evidence describing structured learning cycles that document measurable progression of early reading skills through interactive visual media in Indonesian early childhood institutions. Aims This study aimed to describe the progression of early reading skills among children aged 5–6 years through the use of illustrated word card media in Group B1 of TK Dharma Wanita Jeruk Gamping Krian. Results Using a classroom action research design with two instructional cycles, observational data showed a progressive increase in early reading mastery, from 56.67% at the pre-cycle stage to 72.22% in Cycle I and 88.89% in Cycle II, based on indicators of letter recognition, syllable and word reading, and simple sentence reading. Novelty The study presents a cyclical, activity-based application of illustrated word cards that systematically documents skill progression across learning stages within an authentic classroom context. Implications These findings indicate that structured use of illustrated word card media can support the organization of engaging early reading activities and provide practical guidance for teachers in designing literacy-oriented learning experiences in kindergarten classrooms. Highlights: Progressive Mastery of Letter, Syllable, and Simple Sentence Reading Was Recorded Across Instructional Cycles. Classroom Action Research Cycles Enabled Systematic Observation of Literacy Skill Development. Visual and Hands-on Learning Activities Supported Sustained Learner Engagement During Reading Sessions. Keywords: Early Reading Skills, Illustrated Word Cards, Early Childhood Education, Classroom Action Research, Kindergarten Literacy
The Implementation of Cooperative Learning of Two Stay Two Stray Type through Students’ Reading Vevy Liansari; Ermawati Zulikhatin Nuroh; Evie Destiana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 8 No. 1 (2021): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i1.3573

Abstract

This study aims to determine the effect of the cooperative learning model type Two Stay Two Stray on the reading skills of third-grade students at SD Zainuddin, Waru, Sidoarjo. This study was conducted by using a quantitative approach of Pre-Experimental Design research with a One-Group Post-test-Pre-test design. In this design, there is one group, namely the Experiment class. The results of this study indicated that there is an effect of the cooperative learning model type Two Stay Two Stray on the reading skills of third-grade students at SD Zainuddin, Waru, Sidoarjo. It is evident that the results of the data calculations that have been carried out obtained a significant value of .000 or (.000 < 0.05), or obtained t-count = 43.071 which was then compared with t-table = 1.745, with a significant level of 5% it is known that t-count is greater 43,071 of t-table = 1,745 (t-count > t-table ). Thus, there is an effect of the cooperative learning model type Two Stay Two Stray on the reading skills of third-grade students at SD Zainuddin, Waru, Sidoarjo. This is evident from the results of the calculation of the researcher's hypothesis test with the one-sample t-test. These results are known that Ha is accepted and H0 is rejected with a significant value obtained .000 or (.000 < 0.05).
Implementation of the Asmaul Husana Song as a Mnemonic Strategy in Early Childhood Islamic Education Learning Evie Destiana; Eko Raharjo; Udi Utomo
Paedagogi: Jurnal Kajian Ilmu Pendidikan (e-journal) Vol. 12 No. 1 (2026): JUNE: 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/paedagogi.v11i2.74057

Abstract

This study aims to explore the meaning, values, and lived experience of teachers and parents in using Asmaul Husna songs as a mnemonic strategy for memorizing the 99 Names of Allah at TK ABA I Candi Sidoarjo. Employing Moustakas's transcendental phenomenological approach, data were collected through in-depth semi-structured interviews, classroom observations, and document analysis with 7 participants (3 teachers, 4 parents). Analysis through epoché, horizonalization, clustering, and composite description yielded five major themes: (1) songs as carriers of living theological meaning; (2) psycho-musical effectiveness as a mnemonic tool; (3) embedded religious, social, and pedagogical values; (4) determinants of effective song quality; and (5) the dynamics of parental reinforcement at home. The findings propose a Psycho-Musical Mnemonic Framework for Islamic Early Childhood Education (PMMF-IECE) integrating song quality, teacher competence, children's psycho-musical engagement, and parental reinforcement as dynamically interacting components. This study enriches Islamic early childhood education literature with a phenomenological perspective that has been rarely examined.
Community Service Interventions Determine Rural Business Expansion And Consumer Awareness: Intervensi Pengabdian Masyarakat Menentukan Ekspansi Bisnis Pedesaan Dan Kesadaran Konsumen Evie Destiana; Nargadio Rakhmadani Putra; Rachmad Aditya Alfaris; Deva Amirotul Khusnah; Fitri Novianty
Proceedings of The ICECRS Vol. 13 No. 1 (2025): Proceedings of Community Service Desa Mandiri dan Berdaya Melalui Kolaborasi P
Publisher : International Consortium of Education and Culture Research Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/icecrs.v13i1.2024

Abstract

General Background Micro, small, and medium enterprises constitute a fundamental economic pillar requiring continuous innovation to survive global market competition. Specific Background Rural commercial operators in Begaganlimo Village struggle with constrained financial capital, low commercial literacy, and an inability to build strong brand identities. Knowledge Gap Despite the acknowledged necessity of visual identity, practical implementation mechanisms for resource-limited rural enterprises utilizing university community service programs remain underexplored. Aims This qualitative case study investigates how university student interventions facilitate commercial capacity building through targeted product rebranding initiatives. Results In-depth interviews and participant observations reveal that modernizing logo designs, upgrading functional product packaging, and developing online social media narratives successfully modernized the local commercial identity. Consequently, these specific interventions directly triggered increased product sales, elevated commercial visibility, and built substantial entrepreneur confidence in competitive online environments. Novelty This research isolates the specific participatory mechanisms where academic community service transitions from theoretical advisory roles to tangible digital and physical visual identity execution. Implications Government stakeholders and educational institutions must integrate continuous digital training, stakeholder collaboration, and regular monitoring into future empowerment frameworks to ensure sustainable local economic development. Highlights: Modernized packaging designs and contemporary logos successfully trigger higher product sales. University student guidance effectively transitions traditional merchants into modern online platforms. Continuous training and collaborative monitoring guarantee long-term local economic sustainability. Keywords: Micro Enterprise Empowerment, Product Rebranding, Digital Marketing, Qualitative Case Study, Brand Identity
Co-Authors Agus Salim Andini Wulandari Andy Robby Iftida Amri Aviola, Adelia Anandra Choirun Nisak Aulina Deva Amirotul Khusnah Dewi Alizza Siffana Ermawati Zulikhatin Nuroh Faridatun Muamaroh Fatmala, Endang Firda Berliantin Fitri Novianty Fransiska, Ainun Hapidzin, Rivaldi Indra Ilmiah, Nikmatul Imma Fretisari Irwahani , Inama KHOIRUN NISAK Kurnia, Tafana Serly Lindiana, Deti Meis Andhiarini, Rugaya Mohammad R, Alfaro Murviara Balqis Nargadio Rakhmadani Putra Nikmah, Mafrukhatun Ningsih, Ika Rachman Ni’mah, Alfa Nur Fatma Shafira Nur Maghfirah Aesthetika NURUL AZIZAH Oktavia, Hanifa Prisma Poppy Febriana Rachma Melanianing arum Rachmad Aditya Alfaris Rafhani Rosyidah raharjo, eko raharjo Rahayu, Dita Lusiana Rahayu, Yovana Enanda Rahmania Sri Untari Rahmawati, Siti Maslula Ainul Rif’atul Hasanah Taufiq, Salwa Udi Utomo Vanda Rezania Vevy Liansari Yunarin, Antik Yuni Anggraeni Zizan, Isfani Kasiatul