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PERMAINAN CONGKLAK SEBAGAI MEDIA PEMBELAJARAN DALAM MENUMBUH KEMBANGKAN SOSIAL EMOSIONAL PADA ANAK-ANAK USIA ANTARA 5-6 TAHUN Enok Dewi; Enceng Mulyana; Fifiet Dwi Tresna Santana
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol 3, No 3 (2020): Volume 3 Nomor 3, Mei 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v3i3.p%p

The basis of this study is the results of preliminary study research showing the condition in the field in the aspect of social-emotional intelligence in children aged between 5-6 years is still low. There are children when participating in activities in learning and playing are still fighting over each other’s stationery or toys belonging to their friend. When given a group assignment children cannot do it and tend to play individually and are impatient of waiting for their turn to play. Congklak game is very good to be a learning media in developing children's social-emotional development. The purpose of this study is none other than wanting to know the use of the congklak game media in developing social-emotional development in children aged 5-6 years at Alamanda. While this type of research is included in CAR or classroom action research, which is carried out through the planning stage, implementation, observation, and reflection. While in the subject of this study were children aged between 5-6 years old Almanda Kindergarten, totaling 18 children and techniques in collecting data by observation and interview. While the data obtained in analysis, the results obtained in the first meeting or cycle I amounted to 44%, and in the second meeting amounted to 55%. While in cycle l at the first meeting obtained 83% of the data was obtained, and in the second meeting the data obtained was 94%. Thus it can be concluded that the game congklak can develop social-emotional development in children between the ages of 5-6 years at Alamanda Kindergarten.Dasar penelitian ini adalah hasil data penelitian studi awal yang menunjukkan kondisi dilapangan dalam aspek kecerdasan sosial emosional pada anak-anak yang berusia antara 5-6 tahun masih rendah. Terbukti ada anak ketika mengikuti kegiatan dalam belajar dan bermain masih saling berebut alat tulis ataupun mainan milik temannya.Ketika diberi tugas kelompok anak-anak tidak dapat melakukannya dan cenderung bermain secara individu dan tidak sabar dalam menunggu giliran bermain. Permainan congklak sangatlah baik untuk dijadikan media pembelajaran dalam menumbuh kembangkan sosial emosional anak. Maksud penelitian ini tiada lain adalah ingin mengetahui pemanfaatan media permainan congklak dalam menumbuh kembangkan sosial emosional pada anak-anak yang berusia 5-6 tahun TK Alamanda. Sedang dalam jenisnya penelitian ini termasuk kedalam PTK atau penelitian tindakan kelas, yang dilakukan melalui tahap perencanaan, pelaksanaan, observasi dan refleksi. Sedangkan dalam subjeknya penelitian ini adalah anak usia-anak yang berusia antara 5-6 tahun TK Alamanda yang berjumlah 18 orang anak. Dan Teknik dalam pengumpulan datanya dengan cara observasi dan wawancara. Sedangkan datanya yang dianalisis dengan cara statistik deskriptif. Berdasarkan datanya yang diperoleh secara analisis maka hasil yang didapat dalam pertemuan kesatu atau siklus I sebesar 44%, dan di pertemuan yang kedua sebesar 55%. Sedangkan di siklus ke II pada pertemuan kesatu didapatkan data 83%, dan di pertemuan keduanya data yang didapat sebesar 94%. Dengan demikian dapat diambil kesimpulan bahwa dalam permainan congklak dapat menumbuh kembangkan sosial emosional pada anak-anak antara usia 5-6 tahun TK Alamanda.

IMPLEMENTATION OF LITERACY PROGRAM THROUGH TAHFIDZ LEARNING WITH TALAQQI METHOD IN MUHAMMADIYAH ORPHANAGE Eli Triana; Enceng Mulyana
Empowerment : Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah Vol 9, No 2 (2020): Volume 9 Nomor 2 September 2020
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/empowerment.v9i2p286-295.1967

This research aims to describe the literacy program's implementation through takhfidz learning with the talaqqi method in Muhammadiyah orphanage, starting from planning, implementation, results, and factors affecting the literacy program. The research method used is descriptive quality. The data collection techniques that the authors use in this study are through observations and interviews conducted with teachers and students., documentation studies, and literature studies. The analysis of the data used is to begin providing raw data, such as field records and research documents, storing and researching the results of research in the form of field records and documents, formulating views or interpretations, drawing conclusions, and reporting the entire research process. The results showed that: 1) Planning literacy programs through takhfidz learning with talaqqi methods in Muhammadiyah orphanages include: a) Identification of learning needs and learners, b) Formulating learning objectives, c) Strategizing learning activities, d) Determining the implementing team of learning, e) Preparing learning facilities and materials, f) Determination of learning methods and techniques, g) Determination of place and time of learning, and h) Determination of learning costs. 2) The implementation of learning consists of three activities, namely the initial activity (opening), this activity, and the last activity (closing). 3) The result of learning is that there is an improvement in the reading skills of the Qur'an, now the child can know and mention various hijaiyyah letters, read and know short letters in juz 30, and can memorize them well. 5) Supporting factors include teacher factors that use demonstration and guidance methods and the use of exciting media to appeal to the child. The factors that hinder the learning process are the environmental factors of the house that are less supportive.

The Role of Parents Discipline Early Childhood in Using the Internet as a Learning Media Teresia Wanda; Enceng Mulyana
Empowerment : Jurnal Ilmiah Program Studi Pendidikan Luar Sekolah Vol 8, No 2 (2019): Vol 8 No. 2 September 2019
Publisher : IKIP Siliwangi Bandung

Instilling discipline in early childhood is not an easy thing to do, in daily practice requires perseverance, patience, exemplary, and of course love. Parents in this case play a very important role in laying the foundation of children's behavior to make children an investment in the future where children are equipped with good character and education so that they are ready to face the global community and the world so they can adapt to the environment they face later, and implement disciplinary attitudes in early childhood to cultivate character.In this study the researchers focused on the application of early childhood kindergarten Yos Sudarso Bandung in using the internet as a medium of learning conducted at home in the supervision and guidance of parents which became the basis and reason in reviewing the problems of the research findings.Based on the results of the study, the following data are obtained: 1) Planning carried out before instilling a discipline pattern is by identifying the extent to which parents provide freedom and guidance to early age children in using the internet at home as learning needs and providing learning motivation as a first step in preparing mental age children early in following the application of discipline. 2) Implementation of discipline implementation is carried out in daily habituation programs. The method used is a time playing internet program for children through parental guidance. The approach taken is by guiding, paying attention and watching over children in using internet social media to be a positive source of learning and generate creativity and imaginative in children. 3) Evaluation of this discipline planting pattern is focused on the cultivation of discipline, disciplinary processes and results so that the implementation of disilplin has not been able to run optimally due to the inhibiting factors that must be addressed. Keywords: Discipline and family education.

PARENTING PATTERNS IMPACT ON CHILDREN’S SOCIAL INTELLIGENCE: STUDY ON PROGRAM KELUARGA HARAPAN BENEFICIARIES FAMILY Eva Nursa'adah; Enceng Mulyana; Sri Nurhayati
Journal Of Educational Experts (JEE) Vol 5, No 2 (2022): Journal Of Educational Experts (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v5i2p59-65

Parenting is a lifelong parenting process. This study aims to determine the impact of parenting style on children's social intelligence in beneficiary families. The research method used is qualitative. Data collection techniques used were interviews and documentation. Data analysis technique using the Mile and Huberman model consist of data reduction, data display, and conclusion. The research results obtained include (1) Several families have received assistance since 2015 (2) Assistance is carried outevery month with an average of 85% of participants from all residents due to business (3) 75% of parents apply democratic parenting and 25 % apply authoritarian parenting (4) Children need time to adapt in a new environment (5) children are able to share toys and food and (6) children are able to resolve disputes between friends without involving their parents.

IMPROVING EARLY CHILDHOOD TEACHERS SKILLS IN CREATING ANIMATED ENGLISH LEARNING MEDIA THROUGH POWERPOINT-BASED ANIMATED MEDIA TRAINING Eva Silvania; Enceng Mulyana; Sri Nurhayati
Jurnal Empowerment Vol 13 No 1 (2024): February 2024
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/empowerment.v13i1.2720

The issue addressed in this study is early childhood teachers' limited ability to create animated English learning media. Training is one strategy for enhancing teachers' competence. Among the abilities is the ability to create animated educational media. The purpose of this study is to determine the effect of animated learning media created with Powerpoint on the ability of early childhood teachers to create animated English learning media. The descriptive qualitative method is used in this study. The respondents in this study included 29 respondents who participated in the introductory research stage and 14 respondents who participated in the training stage. The results indicate that training is being conducted to improve early childhood teachers' abilities to create animated learning media using Powerpoint. As a result, they can incorporate these learning media into their English instruction.

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