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<![CDATA[MENINGKATAN KEMAMPUAN MENYIMAK MELALUI BERCERITA BERBASIS CERITA RAKYAT PADA ANAK ]]>
<![CDATA[PURIDAWATY, BRIGITA]]>
<![CDATA[ JURNAL PENDIDIKAN ANAK USIA DINI Vol 5, No 1 (2011): JURNAL PENDIDIKAN ANAK USIA DINI ]]>
Publisher : <![CDATA[PPs UNJ ]]>
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<![CDATA[The objective of this research is to know: the learning process to increase the listening ability kindergarten student through storytelling based on folktales and change of listening ability after the implementation. 12 students of Nita kindergarten Maumere are the research subject. This research uses action research method according to Kemmis and Mc Taggart that consist of four steps: plan, action, observation, and reflection. Data collecting techniques uses field notes, interview, documentation, and observation. This research uses descriptive analysis. The result of the research describe that storytelling based on folktales gives impact for increasing listening ability of 4-5 years old. The result shows increase of 65,3% and the observation shows more than 75% students get good mark.Keywords: listening, storytelling]]>
<![CDATA[The Influence of Big Book Activity-Based Role-Playing on the Social Skills Of Children Aged 5-6 Years in Tutor Time Intercon Kindergarten ]]>
<![CDATA[Yuanita, Satia Imelda]]>;
<![CDATA[Puridawaty, Brigita]]>
<![CDATA[ Golden Age: Jurnal Pendidikan Anak Usia Dini Vol 7, No 2 (2023): Golden Age : Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Pusat Penerbitan Universitas (P2U) Unisba ]]>
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DOI: 10.29313/ga:jpaud.v7i2.12406
<![CDATA[This study aims to determine the extent of the effect of Big Book Activity-based role-playing on the social skills of children aged 5-6 years in Time Intercon Kindergarten Tutors. This study is quantitative research by paying attention to and revealing the extent of the influence of Big Book Activities-based role-playing on the social skills of children aged 5-6 years in Time Intercon Tutor Kindergarten by comparing the learning outcomes of experimental classes with control classes. The experimental class was given action (X) while the control class was given action (Y) Students involved in this study were Group B Class B1 and B2, with a total of 30 students. Class B1 is an experimental class using the learning process by role-playing using Big Book Activities, while class B2 uses conventional learning. Techniques in collecting data using research instruments in the form of indicators that will be achieved as many as 15 items, which are carried out through action tests. The statistical program used for all statistical analysis in analyzing the data obtained during the study used SPSS 20.0, using normality, homogeneity, and hypothesis tests. Based on data analysis, the post-test results of the experimental class were greater than the control class, namely 75.55 for the experimental class and 50.22 for the control class. The resulting data is normally distributed and homogeneous. The Independent Sample T Test (mean) in the experimental class was 75.55 greater than the mean in the control class of 50.22. So it can be concluded that there is a significant influence of big book activity-based role-playing on the social skills of children aged 5-6 years in Tk Tutor Time Intercon.]]>
<![CDATA[The Effect of Recycled Media-Based Storytelling Methods on Listening Skills of Group B Children of Pah Tsung Kindergarten ]]>
<![CDATA[Hilmi, Hilmi]]>;
<![CDATA[Puridawaty, Brigita]]>
<![CDATA[ Golden Age: Jurnal Pendidikan Anak Usia Dini Vol 7, No 2 (2023): Golden Age : Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Pusat Penerbitan Universitas (P2U) Unisba ]]>
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DOI: 10.29313/ga:jpaud.v7i2.12438
<![CDATA[This study was conducted to determine the influence of storytelling methods on the listening skills of group B children of Pah Tsung Kindergarten. The type of research used is quantitative research with a Pre-Experimental approach using One Group Pretest-Posttest design. This study used a sample of 10 group B children. The instrument used is an observation sheet. Data collection techniques in this study used observation and documentation techniques while data analysis in this study used SPSS 20. Based on the results of the study, it was shown that there was an influence of the storytelling method on the listening skills of group B children of Pah Tsung Kindergarten. This can be seen after treatment to children three times, children can listen attentively, interpret, and can understand meaning. In addition, it is evident from the results of the analysis of the Statistical Paired Sample Test test with a sig value (2-tailed) result of 0.002<0.05 which means that Ho's hypothesis is rejected and H1 is accepted. So it can be concluded that there is an influence of storytelling methods on the listening skills of group B children of Pah Tsung Kindergarten.]]>
<![CDATA[The Influence of Education Level and Parenting Type on The Psychosocial Development of Preschool Children ]]>
<![CDATA[Puridawaty, Brigita]]>
<![CDATA[ Golden Age: Jurnal Pendidikan Anak Usia Dini Vol 7, No 2 (2023): Golden Age : Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Pusat Penerbitan Universitas (P2U) Unisba ]]>
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DOI: 10.29313/ga:jpaud.v7i2.12395
<![CDATA[This study aims to analyze the effect of education level and parenting patterns on the psychosocial development of preschool children. Research and data collection were conducted at KB-TK Daru'l Hikam Cirebon City, with the research subject being one of the parents of kindergarten students of KB-TK Daru'l Hikam Cirebon City as many as 136 respondents. The instrument used was a questionnaire for data on education level, parenting patterns and psychosocial development of preschool children who asked for answers from parents. This study used an observational design with a cross sectional approach, with proportional purposive random sampling. Testing the presence or absence of influence between the level of education and type of parenting on the psychosocial development of preschool children was tested with binary logistic regression analysis. The results showed that there was an influence between the respondent's education level and the child's psychosocial development where the ρ value (0.000) < α (0.05) was obtained, the type of parenting pattern had an influence on the psychosocial development of preschool children where the ρ (0.000) < α (0.05) was obtained. When tested together between the level of education and the type of parenting pattern on the psychosocial development of preschool children, the level of education does not affect the psychosocial development of preschool children where ρ (0.159) > α (0.05) is obtained, but the type of parenting pattern affects the psychosocial development of preschool children where the test results obtained ρ (0.000) < α (0.05).]]>
<![CDATA[The Effect of Self-Regulation on Social Emotional Skills in Early Childhood ]]>
<![CDATA[Sitinjak, Mika]]>;
<![CDATA[Puridawaty, Brigita]]>
<![CDATA[ Golden Age: Jurnal Pendidikan Anak Usia Dini Vol 8, No 1 (2024): Golden Age : Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Pusat Penerbitan Universitas (P2U) Unisba ]]>
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DOI: 10.29313/ga:jpaud.v8i1.12490
<![CDATA[This study was conducted to determine the effect of self-regulation on the social-emotional abilities of group B children at PT’s Kindergarten. The type of research used is quantitative research with a correlational approach, or non-experimental research, which is almost the same as ex facto research. This study used a sample of 20 children in group B. The instrument used was a questionnaire, while the data analysis in this study used SPSS 22. Based on the results of the study, it was shown that there was an influence of self-regulation on the social-emotional abilities of Group B children at PT’s Kindergarten. With a significance value (Sig.) of 0.000 less than a probability of 0.05, it can be concluded that H0 is rejected and Ha is accepted, which means that "there is an effect of self-regulation (X) on the child's social-emotional ability (Y)". The results of the coefficient of determination in the regression model with an adjusted R2 value of 0.808 can be interpreted as indicating that 80.8 percent of children's interpersonal intelligence can be explained by self-regulation. While the remaining 19.2 percent was influenced by other variables that were not included in this research model.]]>
<![CDATA[The Influence of Loose Part Media on Speech Skills in Early Childhood Aged 5-6 Years in Islamic Kindergarten Harapan Ibu ]]>
<![CDATA[Jannah, Miftahul]]>;
<![CDATA[Puridawaty, Brigita]]>
<![CDATA[ Golden Age: Jurnal Pendidikan Anak Usia Dini Vol 7, No 2 (2023): Golden Age : Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Pusat Penerbitan Universitas (P2U) Unisba ]]>
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DOI: 10.29313/ga:jpaud.v7i2.12404
<![CDATA[This study aims to determine the extent of the influence of the use of Loose Part media on the speaking ability of early childhood aged 5-6 years in Harapan Ibu Islamic Kindergarten. This study is quantitative research paying attention to and revealing the extent of the influence of the use of Loose Part Play media on the ability to speak through storytelling methods of Early Childhood children aged 5-6 years in Group B of Harapan Ibu Islamic Kindergarten by comparing the learning outcomes of the experimental class with the control class. The experimental class was given action (X) while the control class was given action (Y) Students involved in this study were Group B Class B1 and B2, with a total of 30 students. Class B1 is an experimental class using a learning process with loose part media, while class B2 uses conventional learning. Techniques in collecting data using research instruments in the form of indicators that will be achieved as many as 14 items, which are carried out through action tests. The statistical program used for all statistical analysis in analyzing the data obtained during the study used SPSS 20.0, using normality, homogeneity, and hypothesis tests. Based on data analysis, the post-test results of the experimental class were greater than the control class, namely 74.40 for the experimental class and 57.60 for the control class. The resulting data is normally distributed and homogeneous. The Independent Sample T Test (mean) in the experimental class was 74.40 greater than the average value (mean) in the control class which was 57.60. So it can be concluded that there is a significant influence of Loose Part Media on Speech Ability in Early Childhood Aged 5-6 Years Group B in Harapan Ibu Islamic Kindergarten.]]>
<![CDATA[QUALITY PRESCHOOL SERVICES BASED ON PARENT PARTNERSHIP AT AR RAYYAN PAUD PARUNG BOGOR ]]>
<![CDATA[Anita]]>;
<![CDATA[Setiowati, Ike]]>;
<![CDATA[Yeny]]>;
<![CDATA[Apriani, Dede]]>;
<![CDATA[Tazkiah, Nita]]>;
<![CDATA[Puridawaty, Brigita]]>
<![CDATA[ International Conferences on Early Childhood Education Proceedings Vol 2 No 1 (2024): International Conference on Early Childhood Proceeding ]]>
Publisher : <![CDATA[Universitas Panca Sakti Bekasi ]]>
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<![CDATA[Parents are the main and first educators for early childhood since the child was born. The role of parents is very important in stimulating all aspects of development in their golden years. PAUD is a child's first step in the world of education and the starting point of their journey in developing and playing a role in society. One of the elements of Quality PAUD is a partnership with parents in accordance with Minister of Education and Culture Regulation Number 30 of 2017 concerning Family Involvement in the Implementation of Education, as well as Directorate General Regulation Number 127 2017 concerning Guidelines for Implementing Family Involvement in the Implementation of Education in PAUD, namely as a process and/or way for families to participate in the implementation of education in order to achieve national education goals. The method in this research is a survey method and the results of the research show that quality PAUD services based on parent partnership at Ar Rayyan PAUD are 8.7 doubtful, 32.9 satisfied, and 58.4 very satisfied. These results show that parents' satisfaction in partnering with schools is a reflection of quality PAUD services at Ar Rayyan PAUD.]]>
<![CDATA[The THE ROLE OF EARLY CHILDHOOD EDUCATION TEACHERS IN PROVIDING EDUCATIONAL SERVICES FOR CHILDREN WITH SPECIAL NEEDS AT PKG PAUD MELONGUANE DISTRICT ]]>
<![CDATA[Saroinsong, Nola Melda]]>;
<![CDATA[Puridawaty, Brigita]]>;
<![CDATA[Peloan, Dorneka]]>;
<![CDATA[Singkana, Min]]>;
<![CDATA[Bahasa, Reny]]>
<![CDATA[ International Conferences on Early Childhood Education Proceedings Vol 2 No 2 (2024): International Conference on Early Childhood ]]>
Publisher : <![CDATA[Universitas Panca Sakti Bekasi ]]>
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<![CDATA[ABSTRACT Teachers play a crucial role in helping develop the optimal abilities of learners. One of their current roles is to provide services needed by learners with special needs. Children with special needs are those experiencing developmental issues, requiring educational services that cater to their early childhood needs. Special education services for these children aim to maximize their potential from an early age. This research aims to explore the role of early childhood education (ECE) teachers in providing educational services for children with special needs. The research methodology used in this study was a survey method, and the findings indicate that the role of ECE teachers in providing educational services for children with special needs at PKG PAUD Melonguane is 22.38%, involving 15 out of 67 ECE teachers. Keywords: ECE Teacher Role, Educational Services, Children with Special Needs.]]>
<![CDATA[Effectiveness of the Implementation of the Early Childhood Education – Elementary School Transition Regarding Environmental Introduction for Early Childhood Education Teachers and Elementary School Teachers in Jambi City ]]>
<![CDATA[Asmorowati, Murni Mei]]>;
<![CDATA[Puridawaty, Brigita]]>
<![CDATA[ Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 1 (2025): Vol. 4 No. 1 2025 ]]>
Publisher : <![CDATA[Kirana Publisher (KNPub) ]]>
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DOI: 10.58526/jsret.v4i1.494
<![CDATA[This study aims to see how effective the implementation of the early childhood education – elementary school transition is regarding the introduction of the school environment for early childhood education teachers and elementary school teachers in Jambi City through the understanding obtained by early childhood education teachers and elementary school teachers about the early childhood education – elementary school transition in Jambi City. The researcher used a quantitative descriptive method by distributing questionnaires to early childhood education teachers and elementary school teachers in Jambi City. With a sample of 75 teachers, the results showed that the level of understanding of early childhood education teachers and elementary school teachers about the early childhood education – elementary school transition in Jambi City regarding the introduction of the school environment was in the "Medium" category of 49.33% (37 teachers), "Low" of 36% (27 teachers), and "High" of 14.67% (11 teachers). Based on the average value, which is 3.28%, the level of understanding of early childhood education teachers and elementary school teachers about the early childhood education – elementary school transition regarding the introduction of the school environment in Jambi City is in the "MEDIUM" category.]]>
<![CDATA[Preschool Teachers' Understanding Level About Stunting Mitigation in The ECE Unit, Samarang District, Garut Regency ]]>
<![CDATA[Yuliani, Yeni]]>;
<![CDATA[Puridawaty, Brigita]]>
<![CDATA[ Journal of Scientific Research, Education, and Technology (JSRET) Vol. 4 No. 1 (2025): Vol. 4 No. 1 2025 ]]>
Publisher : <![CDATA[Kirana Publisher (KNPub) ]]>
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DOI: 10.58526/jsret.v4i1.495
<![CDATA[This research uses a quantitative descriptive method with a survey approach. The sampling technique used purposive sampling with 50 Early Childhood Education (ECE) teachers as respondents from 16 ECE institutions in the Samarang District. Questionnaire format The instrument used was a standard instrument that had been tested and used in the GTK ECE DIKLAT Tiered Application training module version 1.0 in accelerating stunting reduction which was published by GTK ECE Kemendikbudristek. Data was collected through questions with 12 answer method questions with a yes score of 1 and a no score of 0 (zero) using a checklist (V) so that the yes and no answers were used to measure the level of understanding. The results of the research show that the level of understanding of ECE teachers regarding stunting mitigation in Samarang District is in the “Low” category at 70% (35 teachers), “Medium” at 30% (15 teachers), ECE teachers with an understanding of stunting mitigation in the “High” category do not exists (ZERO). The average understanding score is 1.8%, indicating that ECE teachers’ understanding of stunting mitigation is “Low”. So it can be concluded that the level of understanding of ECE teachers in Samarang District regarding stunting mitigation is relatively low.]]>
