Articles
<![CDATA[Meta-Analysis: The Relationship between Family and School Environments and Social-Emotional Behaviour in Early Childhood ]]>
<![CDATA[Khasanah, Alfina Fatwa]]>;
<![CDATA[Maulia, Alfiah]]>;
<![CDATA[Nuraida, Nuraida]]>;
<![CDATA[Fidrayani, Fidrayani]]>
<![CDATA[ EduBasic Journal: Jurnal Pendidikan Dasar Vol 6, No 2 (2024): EduBasic Journal: Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia Kampus Serang ]]>
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DOI: 10.17509/ebj.v6i2.70085
<![CDATA[This study aims to analyze the influence of family and school environment interactions on early childhood social-emotional behaviour, considering the importance of emotional intelligence development, which is often overlooked in the current educational context. In many cases, both parents and educational institutions do not maximize programs that focus on this aspect and tend to prioritize increasing intellectual intelligence. The method used in this study is meta-analysis by describing the results of the analysis of various studies that have been published nationally in Indonesia and calculating their effect size. The research sample consisted of 14 articles published in accredited national journals from 2014 to 2024. The instrument employed was a coding sheet containing data and information findings from each article. The findings of the analysis revealed that the average correlation value between family and school environment interactions and early childhood social-emotional behaviour was 0.73, which is included in the high category. This finding confirms that interactions in the family environment significantly influence the development of children's social-emotional behaviour and indicates the need for more attention from schools and parents to integrate emotional intelligence development into the learning process. Thus, this study is expected to provide insight into the importance of the role of families and schools in shaping children's social skills so that they are not only intellectually intelligent but also able to adapt and establish healthy social relationships.]]>
<![CDATA[THE EFFECT OF FERRIS WHEEL GAMES ON MATHEMATICAL ABILITY IN EARLY CHILDHOOD: DEVELOPMENT OF COGNITIVE DIMENSIONS ]]>
<![CDATA[Fidrayani, Fidrayani]]>;
<![CDATA[Solehah, Aidah Siti]]>
<![CDATA[ Journal of Early Childhood Education (JECE) Vol 4, No 1 (2022) ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/jece.v4i1.25094
<![CDATA[Early mathematical abilities in early childhood are a means to develop intellectual potential, mathematical thinking, and cognitive dimensions. This research was conducted on children aged 5-6 years who have not recognized mathematical concepts well and have not used the right media in learning mathematics. This study aims to test and determine the mathematical ability of children aged 5-6 years to use Ferris wheel games. The method used in the study was (SSR) using the A-B-A design. Data collection techniques are tests and observations. Early mathematical abilities in early childhood are a means to develop intellectual potential, mathematical thinking, and cognitive dimensions. This research was conducted on children aged 5-6 years who have not recognized mathematical concepts well and have not used the right media in learning mathematics. This study aims to test and determine the mathematical ability of children aged 5-6 years to use Ferris wheel games. The method used in the study was (SSR) using the A-B-A design. Data collection techniques are tests and observations. The data obtained is a score percentage processed with descriptive statistical techniques, visual data analysis, and data analysis between conditions. The study's results showed an influence on the mathematical ability of children aged 5-6 years by being proven from the percentage scores of the two subjects who increased after being given the intervention. This study concludes that the Ferris wheel game can improve children's mathematical abilities aged 5-6 years. In a wider range of objects, this game can be developed to improve mathematical skills in children.]]>
<![CDATA[Analisis Penerapan Projek Penguatan Profil Pelajar Pancasila dalam Pembentukan Karakter Siswa Sekolah Dasar ]]>
<![CDATA[Ramallah, Ryaz]]>;
<![CDATA[Fidrayani, Fidrayani]]>
<![CDATA[ Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 2 (2024): Awwaliyah: Jurnal PGMI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/awwaliyah.v7i2.2684
<![CDATA[This research aims to explain and compare research results from several sources regarding the application of P5 to shape the attitudes of elementary school students. The method chosen was a literature review. The research used as a reference is an article published in the period 2015-2024. What is discussed in the research relates to the title, abstract, introduction, methods, results, discussion and conclusions. Based on the literature review, the results showed that the implementation of the P5 project in elementary schools so far has been carried out optimally in its implementation through methods and approaches that can be applied, including prioritizing differentiation in teaching and learning activities and making adjustments to small things, especially in Elementary school level. Character cultivation and P5 projects are things that cannot be separated, therefore full collaboration and awareness are really needed so that the nation's hopes can be realized in accordance with Indonesian values and ideology.]]>
<![CDATA[Manajemen Pembelajaran Pendidikan Anak Usia Dini ]]>
<![CDATA[Hadiati, Eti]]>;
<![CDATA[Fidrayani, Fidrayani]]>
<![CDATA[ Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 2 No. 1 (2019): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ajipaud.v2i1.4818
<![CDATA[Penelitian ini bertujuan untuk mengetahui bagaimana manajemen pembelajaran pendidikan anak usia dini (PAUD) se-RA kota Bandar Lampung. Metode penelitian ini adalah deskriptif kualitatif. pengumpulan data dengan menggunakan teknik wawancara, dokumentasi, dan observasi dengan menggunakan Model yang berupa analisis data yang digunakan yaitu analisis data interaktif (interactive) atau analisis data mengalir (Flow Model Analisis); yakni model analisis data yang terdiri dari pengumpulan data, reduksi Data, display data, pengambilan kesimpulan dan verifikasi. Teknik trianggulasi data digunakan untuk menguji keabsaan data yang telah dikumpulkan. Hasil penelitian mendiskripsikan bahwa pelaksanaan pembelajaran di sebagian besar RA Se-Kota Bandar Lampung dalam merealisasikan perencanaan pembelajaran dimulai menyusun program tahunan (PROTA) yang berisi kegiatan-kegiatan di RA dari awal tahun ajaran sampai akhir, dilanjutkan dengan penyusunan program semester (PROMES/PROSEM), RKM dan RKH. Dengan menggunakan langkah-langkah dalam pembelajaran dengan perencanaan yang telah disusun yaitu dimulai dengan kegiatan pendahuluan atau kegiatan awal yang ada dalam RKH/RPPH.Kata Kunci: Manajemen; Pembelajaran; RA; PAUD.]]>
<![CDATA[METODE BERCERITA UNTUK MENGATASI KETERLAMBATAN BAHASA ANAK USIA DINI ]]>
<![CDATA[Widayawan, Aqillah Nuhaa]]>;
<![CDATA[Budiman, Meia Agatha]]>;
<![CDATA[Fidrayani, Fidrayani]]>
<![CDATA[ Ihya Ulum: Early Childhood Education Journal Vol 2 No 2 (2024): Ihya Ulum: Early Childhood Education Journal ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Makassar ]]>
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DOI: 10.59638/ihyaulum.v2i2.245
<![CDATA[This study aims to address language development delays in early childhood through the storytelling method. The background of this study is based on the importance of language development in children's lives, which affects their social and academic abilities. The subjects of this research were 4-5 years old children at RA Generasi Qur'ani Ujung Bandar. The research was conducted using a literature study approach from various scientific references. Data shows that around 5-10% of early childhood experience language delays, caused by internal factors such as health and external factors such as the environment. The results revealed that the storytelling method was able to improve children's speaking and listening skills, with significant improvements in vocabulary and narrative ability. This approach also stimulates creativity and increases children's confidence in communicating.]]>
<![CDATA[Increased Numeracy Skills of Children with Snakes and Ladders Game ]]>
<![CDATA[Fidrayani, Fidrayani]]>;
<![CDATA[Syafrida, Rina]]>;
<![CDATA[Melodyana, Puspa Ayu]]>
<![CDATA[ Journal of Early Childhood Education (JECE) Vol. 2 No. 1 (2020) ]]>
Publisher : <![CDATA[Journal of Early Childhood Education (JECE) ]]>
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DOI: 10.15408/jece.v2i1.14971
<![CDATA[This research aims to improve the ability to count 4 - 5 years old children with snakes and ladders in group A PAUD Dahlia. The method used in this research is collaborative classroom action research using Kemmis and Mc Taggart's models. CAR is implemented as an effort to overcome problems that arise in the classroom. Method is carried out in four stages, are planning, action, implementation, and reflection. The subjects of the study were students of group A PAUD Dahlia, ten (n=10) children. The object of this study is the ability to count 4 - 5 years old children. Data collection method used is observation. Technical data analysis was done in a descriptive qualitative and quantitative manner. The established success indicator is that at least 75% of 10 children reach the counting ability. This research was conducted in two cycles. The results of the study indicate that the numeracy skill has increased. Increased numeracy skills can be seen from the indicator ability to count objects 1-10, recognize the concept of numbers, recognize symbols 1-10, mention symbols 1-10, matching numbers with symbol numbers. Increased numeracy skills of children aged 4-5 years with snakes and ladders in the implementation of pre-action 31, 5%, and in the first cycle increased to 51.5%, because it is still less than the success criteria that should be carried out then the next action is cycle II and increased greatly good by getting a percentage of 85%. Many games for children was suggested for increase numeracy skills.]]>
<![CDATA[THE EFFECT OF FERRIS WHEEL GAMES ON MATHEMATICAL ABILITY IN EARLY CHILDHOOD: DEVELOPMENT OF COGNITIVE DIMENSIONS ]]>
<![CDATA[Fidrayani, Fidrayani]]>;
<![CDATA[Solehah, Aidah Siti]]>
<![CDATA[ Journal of Early Childhood Education (JECE) Vol. 4 No. 1 (2022) ]]>
Publisher : <![CDATA[Journal of Early Childhood Education (JECE) ]]>
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DOI: 10.15408/jece.v4i1.25094
<![CDATA[Early mathematical abilities in early childhood are a means to develop intellectual potential, mathematical thinking, and cognitive dimensions. This research was conducted on children aged 5-6 years who have not recognized mathematical concepts well and have not used the right media in learning mathematics. This study aims to test and determine the mathematical ability of children aged 5-6 years to use Ferris wheel games. The method used in the study was (SSR) using the A-B-A design. Data collection techniques are tests and observations. Early mathematical abilities in early childhood are a means to develop intellectual potential, mathematical thinking, and cognitive dimensions. This research was conducted on children aged 5-6 years who have not recognized mathematical concepts well and have not used the right media in learning mathematics. This study aims to test and determine the mathematical ability of children aged 5-6 years to use Ferris wheel games. The method used in the study was (SSR) using the A-B-A design. Data collection techniques are tests and observations. The data obtained is a score percentage processed with descriptive statistical techniques, visual data analysis, and data analysis between conditions. The study's results showed an influence on the mathematical ability of children aged 5-6 years by being proven from the percentage scores of the two subjects who increased after being given the intervention. This study concludes that the Ferris wheel game can improve children's mathematical abilities aged 5-6 years. In a wider range of objects, this game can be developed to improve mathematical skills in children.]]>
<![CDATA[Meningkatkan Kedisiplinan Melalui Pembiasaan Mengantre Saat Bermain di TK Kemala Bhayangkari XI Ciputat ]]>
<![CDATA[Fidrayani, Fidrayani]]>;
<![CDATA[Mayyada, Salwa Airin]]>;
<![CDATA[Ulfah, Mariyah]]>;
<![CDATA[Julianto, Muhammad Akbar]]>;
<![CDATA[Auliyah, Setiati Nurul]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 8 No. 1 (2024): April 2024 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v8i1.12847
<![CDATA[Disiplin pada anak usia 5-6 tahun didasarkan pada tingkat pencapaian perkembangannya, misalnya, anak tahu akan haknya, mematuhi aturan kelas, dan bertanggung jawab atas tindakannya untuk kebaikan diri sendiri. Pembiasaan dalam pendidikan sangat penting, terutama untuk anak usia dini. Mengantre merupakan sikap mental yang erat berdampingan dengan disiplin. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan model spiral kemmis dan McTaggart. Subjek penelitian ini adalah untuk anak usia 5-6 tahun kelompok B di TK Kemala Bhayangkari XI Ciputat yang berjumlah 17 anak, yang terdiri dari 7 anak laki-laki dan 10 anak perempuan. Menurut pengamatan peneliti, pada siklus II terdapat 15 siswa yang memiliki kategori sangat baik dengan persentase 88,27%, 2 siswa yang memiliki kategori cukup baik dengan persentase 11,76%, 0 siswa yang memiliki kategori kurang baik dan belum baik dengan persentase 0%, Hal tersebut menunjukkan bahwa menggunakan metode pembiasaan dapat meningkatkan kemampuan disiplin anak usia 5-6 tahun.]]>
<![CDATA[Hubungan Keteladanan Guru dengan Perkembangan Nilai Karakter Anak Usia Dini ]]>
<![CDATA[Maharani, Nur Septina]]>;
<![CDATA[Shabrina, Destria]]>;
<![CDATA[Aulia, Rahma]]>;
<![CDATA[Fidrayani, Fidrayani]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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<![CDATA[Guru memiliki peran penting dalam membentuk karakter siswa. Metode keteladanan, perumpamaan, hadiah, dan hukuman sering digunakan dalam pendidikan Islam untuk membentuk karakter yang luhur. Penelitian ini fokus pada hubungan antara keteladanan guru dalam bidang akidah akhlak dengan pembentukan karakter siswa. Pembentukan karakter disiplin pada anak usia dini merupakan hal penting dalam pengembangan nilai moral. Orang tua memiliki peran yang signifikan dalam membiasakan karakter disiplin pada anak. Penelitian ini bertujuan untuk mengeksplorasi hubungan antara pembiasaan karakter disiplin oleh orang tua dengan perkembangan moral anak usia dini.]]>
<![CDATA[Pengaruh Pembelajaran Sains terhadap Perkembangan Kognitif Anak Usia 5-6 Tahun ]]>
<![CDATA[Bong, Nadine Theophania]]>;
<![CDATA[Pramonasari, Laely Nur]]>;
<![CDATA[Sabrina, Marisah Tasha]]>;
<![CDATA[Fidrayani, Fidrayani]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024) ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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<![CDATA[Pendidikan sains pada anak usia dini sangat penting bagi anak karena dapat mengembangkan nilai kognitif anak. Banyak sekali media atau kegiatan yang dapat kita lakukan dalam pembelajaran sains. Penelitian ini dilakukan untuk mengetahui seberapa besar pengaruhnya pembelajaran sains pada anak usia dini 4-5 tahun. Metode yang dilakukan yaitu metode kuantitaif deskriptif yang dimana kami menggunakan kuesioner untuk memberikan pertanyaan seputar seberapa pengaruh pembelajaran sains bagi anak usia dini berfokus pada aspek kognitif anak. Skala yang digunakan dalam penelitian ini adalah skala Likert, sebuah skala psikometrik yang sering diterapkan dalam kuesioner dan merupakan salah satu skala yang paling umum dalam penelitian survei. Jawaban pada skala ini terdiri dari pilihan sangat setuju, setuju, tidak setuju, dan sangat tidak setuju.. Jumlah nilai terkecil dari tingkat persetujuan yaitu 18 yang dimana ada 5 nilai tersebut bukan berarti rendah tetapi pemilih yang memiliki nilai tersebut merasa pembelajaran sains lumayan berpengaruh terhadap kognitif anak. Nilai tertinggi yaitu 24 sebanyak 7 orang yang artinya dia sangat setuju dengan pembelajaran sains yang dapat mengembangkan kognitif anak.]]>
