Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Psikologi Terapan Bulletin of Early Childhood Jejak digital: Jurnal Ilmiah Multidisiplin
Nuligar Hatiningsih
Unknown Affiliation
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
PLAY THERAPY UNTUK MENINGKATKAN KONSENTRASI PADA ANAK ATTENTION DEFICIT HYPERACTIVE DISORDER (ADHD) Nuligar Hatiningsih
Jurnal Ilmiah Psikologi Terapan Vol. 1 No. 2 (2013): August
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (787.927 KB) | DOI: 10.22219/jipt.v1i2.1586

Abstract

Gangguan pemusatan perhatian dan hiperaktif yang sering disebut sebagai Attention Deficit Hyperactive Disorder (ADHD) yaitu suatu sindrom neuropsikiatrik yang akhir-akhir ini banyak ditemukan pada anak-anak. Gejala kurang konsentrasi yang terjadi pada anak ADHD dapat mengganggu masa perkembangan anak dalam hal kognitif, perilaku, sosialisasi maupun komunikasi. Tujuan penelitian ini adalah untuk mengetahui lebih dalam apakah play therapy dapat meningkatkan konsentrasi pada anak ADHD. Jenis penelitian yang digunakan adalah single subjek experimental design. Subjek dalam penelitian sejumlah 3 anak ADHD. Metode pengumpulan data menggunakan observasi. Analisa data yang digunakan adalah analisa grafik deskriptif. Hasil penelitian menunjukan bahwa play therapy dapat meningkatkan konsentrasi pada anak ADHD. Katakunci: Play therapy, konsentrasi, ADHD
Penerapan Setting Kelas Terhadap Fokus Belajar Anak Usia Dini di TK Nurul Latifah Bella Shintia Dewi; Arie Widyastuti; Nuligar Hatiningsih
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 1 No. 5b (2025): AGUSTUS-SEPTEMBER
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/e0hd2548

Abstract

This study aims to determine the Application of Classroom Settings to the Focus of Early Childhood Learning in Nurul Latifah Kindergarten. The background of this study is taken from the importance of an organized learning environment to support children's focus in the learning process. This study uses a qualitative analytical descriptive approach to describe situations or events, depending on the focus and objectives of the researcher, the research subjects include the principal, class teachers, and parents in one of Nurul Latifah Kindergarten. Data were collected through observation, interviews and documentation, then analyzed using data reduction techniques, data presentation, and drawing conclusions. The results of the study indicate that the implementation of classroom settings is carried out through classroom arrangement, table and chair arrangement, provision of media appropriate to the theme, lighting and air circulation settings, and structured learning time management. A well- organized classroom setting can improve children's learning focus, characterized by children remaining longer in activities, being actively involved, and completing tasks according to teacher directions. Supporting factors include teacher involvement as a facilitator, relevant media, and consistent class routines. The obstacles faced include limited media, noise disturbances, and differences in focus levels between children. In conclusion, implementing a well-organized, engaging, and child- centered classroom setting has proven effective in improving early childhood learning focus. It is recommended that schools continue to develop a variety of learning media, maintain a distraction-free environment, and involve parents in supporting the habit of focusing on learning from home.
Early Literacy Development of 4–5 Year Old Children through the Storytelling Method at SPS Negeri Bale Bermain Gading Kuncup Harmoni, North Jakarta Herlina, Yuli; Yenita, Roza; Nuligar Hatiningsih; Lily Yuntina; Nina Yuminar Priyanti
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.2014

Abstract

Literacy is a fundamental foundation for lifelong learning, yet Indonesia continues to face challenges in achieving optimal literacy outcomes, as indicated by the 2022 PISA report. Strengthening literacy from an early age is therefore crucial, and storytelling has been recognized as an effective pedagogical method to stimulate imagination, enhance oral language, and introduce children to narrative structures. This study aims to investigate the role of storytelling in fostering early literacy development among children aged 4–5 years at SPS Negeri Bale Bermain Gading Kuncup Harmoni, North Jakarta. A qualitative descriptive design was employed to capture the experiences of teachers, children, and parents. Data were collected through classroom observations, structured interviews, and document analysis, and analyzed using Miles and Huberman’s interactive model of data reduction, display, and verification, with triangulation applied to ensure validity. The findings reveal four key aspects. First, storytelling was systematically implemented in three stages: preparation, delivery, and post-story activities, supported by varied media such as puppets and picture books. Second, children responded positively by showing attentiveness, enjoyment, and active participation, with evidence of emotional and imaginative engagement. Third, early literacy development was evident in children’s ability to retell narratives, expand vocabulary, and comprehend story structures, with symbolic representation encouraged through post-story tasks. Fourth, the learning environment—characterized by quietness, comfort, inclusivity, and literacy-rich resources—was found to be essential in supporting storytelling success. This study concludes that storytelling is not merely an entertaining classroom activity but a powerful literacy strategy that enhances multiple dimensions of early literacy. The research highlights the importance of teacher creativity, environmental support, and family involvement in maximizing the potential of storytelling as an effective pedagogical tool in early childhood education.
Co-Authors Arie Widyastuti Bella Shintia Dewi Herlina, Yuli Lily Yuntina Nina Yuminar Priyanti Yenita Roza