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All Journal BUNGAMPUTI Kreatif Jurnal Ilmiah POTENSIA IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal Caksana: Pendidikan Anak Usia Dini Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini GETER : Jurnal Seni Drama, Tari dan Musik KIDDO: Jurnal pendidikan Islam Anak Usia Dini Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Indonesian Journal of Educational Development (IJED) Jurnal Al-Qiyam Jurnal Tana Mana Journal of Early Childhood and Character Education Journal of Educational Sciences Indonesian Journal of Early Childhood Educational Research GENIUS: Indonesian Journal of Early Childhood Education Khidmah Nusantara Jurnal Pelita PAUD PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Shofiyanti Nur Zuama
Universitas Tadulako, Palu, Indonesia
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Social Sciences Other

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Improving Children’s Social Interaction Through Group Work Method in Group B of Gunung Bale State Kindergarten Anggraeni, Anggraeni; Agusniatih, Andi; Amrullah, Amrullah; Zuama, Shofiyanti Nur
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol 14, No 3 (2025): (On Progress) Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v14i3.14877

Abstract

This study aimed to improve children’s social interactions through the application of the group work method in Group B of Gunung Bale State Kindergarten, Donggala. Conducted in July 2025, the research involved 15 children—7 boys and 8 girls—and employed a classroom action research design consisting of four stages: planning, action, observation, and reflection. The research process was divided into three phases: pre-action, Cycle I, and Cycle II, to observe the extent of change in children’s social interaction skills. The observed aspects included helping each other, cooperation, understanding conversations, and communication. The results revealed a significant improvement from the pre-action stage to Cycle II. The percentage of children categorized as “Very Well Developed” increased from 23.33% in Cycle I to 45.00% in Cycle II, while those in the “Not Yet Developed” category decreased from 35.00% to 3.33%. These findings demonstrate that the group work method effectively enhances children’s social interaction skills and serves as an alternative learning strategy in early childhood education.
Improving Children's Ability to Recognize Colors Through Educational Toys at Kemala Bhayangkari 01 Palu Kindergarten. Vebrianti, Vanny; Zuama, Shofiyanti Nur; Juhriati, Ika
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol 14, No 3 (2025): (On Progress) Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v14i3.14941

Abstract

The problem in this study was young children’s low ability to recognize colors, evident in difficulty naming colors and sorting and grouping objects by color. The cause was the suboptimal use of instructional media. The study aimed to improve children’s color recognition ability through the use of educational play tools at TK Kemala Bhayangkari 01 Palu. The research subjects were 15 kindergarten group A children (4 boys, 11 girls). This study used a classroom action research design with two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through observation, interviews, tasks, and documentation using observation sheets for teacher and student activities. The analysis showed that before the intervention, color recognition ability was low (categories BB, MB) with 6.67% in Very Good (BSB), 22.22% in Expected (BSH), 31.11% in Beginning (MB), and 40% in Not Yet Developed (BB). After cycles I and II, significant improvements were observed. In cycle I, BSB increased to 24.45%; BSH 35.55%; MB 20%; BB 20%. In cycle II, BSB 46.66%; BSH 40%; MB 11.11%; BB 2.23%. Thus, the use of educational play tools was proven to improve children’s color recognition ability.
Improving Early Childhood Language Development Through the Storytelling Method Feiby Margaretha; Shofiyanti Nur Zuama; Nur Istiana Makarau; Andi Agusniatih
TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Vol. 11 No. 2 (2025): TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Ilmu Pendidikan, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tematik.v11i2.9431

Abstract

The underdevelopment of children's language is associated with limited interaction during questioning, low engagement, and difficulties pronouncing sentences. This study aimed to improve children’s language development in Adhyaksa XXII Kindergarten by implementing a storytelling method. A classroom action research design following the Kemmis–McTaggart model was conducted across two cycles (four actions) to evaluate the effectiveness of a storytelling method in fostering an engaging, interactive, and imaginative learning environment for language acquisition. Data was collected through several methods, including observation, analysis of work results, checklists, and documentation. The results show that there was an increase in all indicators of children's language development after being given action. The improvement shows in the category of developing very well and developing as expected in cycle 1 by 45%, then there is an increase in cycle II to 80%, so that the increase that occurs is 35%, thus it can be concluded that the storytelling method can improve children's language skills in group B of Adhyaksa XXII Kindergarten in Palu. These findings indicate that storytelling proved an engaging and feasible way to enhance language acquisition.
Disaster Mitigation Education: Challenges and Opportunities in Six Areas of PAUD Development Shofiyanti Nur Zuama
International Journal on Advanced Science, Education, and Religion Vol 7 No 1 (2024): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v7i1.646

Abstract

This article discusses disaster mitigation education, looking at the challenges and opportunities in six areas of PAUD development. The method used is qualitative research in the nature of library research, using books and other literature as the main object. Research data is in the form of library data that has been selected, searched, presented and analyzed. The definition of disaster mitigation education is an individual's efforts to prepare themselves and their potential, process and mature their feelings, thoughts, will, as well as increasing skills or abilities in facing or minimizing the risk of disasters that will occur. An overview of disaster mitigation education, viewed from six areas of PAUD development, namely religious and moral values, physical motor, cognitive, language, social emotional, and arts. The challenges and opportunities that children learn, to stimulate and train appropriate and appropriate behavior, so that good habits are formed in children so that when a disaster occurs, children become individuals who can more easily work together in reducing the risk of disasters or minimizing damage or injury that could occur. happen. Children who are equipped with attitudes and actions that are trained consistently in six areas of development will become children who provide strength and entertainment for their parents during difficult and sad conditions, children will also be able to express their feelings and thoughts appropriately, be responsive, and be more responsive to disasters. , instead of the child crying hysterically or becoming a burden on the parents when the child is difficult to control or becomes more panicked, it actually approaches danger.
Pengaruh Gadget Terhadap Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Di TK Negeri Harapan Bangsa Anggun Asri; Andi Agusniatih; Jane M Monepa; Shofiyanti Nur Zuama
Jurnal Pelita PAUD Vol 10 No 1 (2025): Jurnal Pelita PAUD
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/pelitapaud.v10i1.5004

Abstract

The problem in this research lies in the social emotional development of children. This study aims to determine the effect of gadget use on social emotional development. The research method used in this study is a correlational quantitative approach. The subjects of this study were 28 children consisting of 14 girls and 14 boys in the even semester of 2024/2025. Data collection techniques through observation, questionnaires, and documentation. Data analysis techniques were carried out by testing the normality of the data. The normality test in this study used the Kolmogorov Smirnov test to determine whether the data was normally distributed or not. homogeneity test. The homogeneity test in this study used the Levene test technique which is used to test the variance of more than two groups of data and is an alternative to the Barlett test. Hypothesis testing used a simple linear regression test consisting of the F test (simultaneous), r test (correlation coefficient) using SPSS. The test result was 0.381. Then, we continue by looking at the coefficient value of "r" product moment of 28 with a significance level of 5% is 0.374 which means it is greater than 0.381 0.374. This figure indicates that the working hypothesis (Hₒ) in this study is accepted, namely there is an influence of gadget use on the social emotional development of children aged 5-6 years at Harapan Bangsa State Kindergarten. Meanwhile, the null hypothesis (Hₐ) is rejected.
Pelatihan Menjadi Fasilitator Deep Learning Bagi Guru PAUD Shofiyanti Nur Zuama; Andi Agusniatih; Fitriana; Sri Nurhayati; Nur Istiana Makarau
Khidmah Nusantara Vol. 2 No. 1 (2025): Agustus 2025
Publisher : CV.RIZANIA MEDIA PRATAMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69533/rv2bqb12

Abstract

Guru PAUD di Kota Palu masih menghadapi tantangan dalam mengimplementasikan strategi pembelajaran yang mendukung deep learning. Sebagian besar guru masih menggunakan metode konvensional yang menekankan hafalan, sehingga kurang mendorong eksplorasi, pemecahan masalah, dan berpikir kritis anak. Permasalahan utama yang diidentifikasi adalah rendahnya pemahaman guru tentang strategi pembelajaran berbasis deep learning dan keterbatasan dalam menciptakan lingkungan belajar yang interaktif dan bermakna. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi guru PAUD dalam merancang dan melaksanakan pembelajaran yang berorientasi pada deep learning. Metode pelaksanaan dilakukan melalui survei kebutuhan, penyusunan modul, pelatihan berbasis blended learning, simulasi pembelajaran, serta pendampingan implementasi di kelas. Hasil kegiatan menunjukkan adanya peningkatan signifikan pada kompetensi guru. Berdasarkan hasil pre-test dan post-test, pemahaman guru terhadap konsep deep learning meningkat dari 32% menjadi 85%, kemampuan merancang RPPH berbasis deep learning meningkat dari 28% menjadi 80%, keterampilan mengelola kelas interaktif meningkat dari 35% menjadi 82%, dan kemampuan refleksi pembelajaran meningkat dari 30% menjadi 78%. Selain itu, tersusun modul pembelajaran inovatif yang dapat digunakan secara berkelanjutan, serta terbentuk komunitas fasilitator yang siap mendiseminasikan praktik terbaik kepada lembaga PAUD lainnya di Kota Palu. Dengan demikian, program ini berkontribusi pada peningkatan kualitas pembelajaran anak usia dini sekaligus mendukung terwujudnya generasi kreatif, adaptif, dan kritis sejak dini.
The Effect of Storytelling Method on Children’s Cognitive Development at the Age of 5–6 Years Nur Fatwa Khusnul Khatima; Andi Agusniatih; Hesti Putri Setianingsih; Shofiyanti Nur Zuama; João Lima
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15853

Abstract

Cognitive ability is one of the essential aspects of early childhood development that must be stimulated through approaches aligned with the children’s developmental stages. This study aims to determine the effect of the storytelling method on the cognitive abilities of children aged 5–6 years. The research employed a quantitative approach with a pre-experimental design of the one-group pretest-posttest type. The study involved 14 children from Group B as research subjects. Data were collected through observation, interviews, and documentation, using observation sheets, assessment rubrics, and interview guidelines as instruments. The data were analyzed descriptively and inferentially using a paired sample t-test. The results revealed a significant improvement in the aspects of retelling stories, answering questions, and identifying story settings and characters after the implementation of the storytelling method. This improvement was reflected by an increase in the “Very Well Developed” category and a notable decrease in the “Not Yet Developed” category. The t-test results showed a significance value of < 0.05, indicating a significant effect of the storytelling method on children’s cognitive abilities. These findings confirm that the storytelling method is an effective learning approach to actively, enjoyably, and meaningfully stimulate children’s cognitive development in the context of early childhood education.
Exploring the Role of Contextual Learning in Developing the Cognitive Abilities of Children Aged 5–6 Years Ni Wayan Siti Nurani; Fitriana Fitriana; Sita Awalunisah; Shofiyanti Nur Zuama
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15869

Abstract

This study aims to explore the role of contextual learning in developing children’s cognitive abilities. The subjects of this research were all 18 children in Group B of Pelita Hati Kindergarten, consisting of 9 boys and 9 girls. The findings revealed that contextual learning played a significant role in enhancing the cognitive development of children in Group B, particularly through the use of spinach as a learning medium. Before the learning activity began, the teacher introduced spinach, explained its parts, and encouraged the children to identify and count them. The teacher then invited the children to play a sorting game by arranging the spinach from the smallest to the largest. Through contextual learning, children were able to interact directly with concrete materials, which supported the early childhood education principle of learning through play and facilitated better understanding. Observations conducted over three weeks showed that contextual learning greatly contributed to children’s cognitive growth, particularly in three key aspects: sequencing, identifying, and counting.
Finger Painting Activities and Their Effects on Creativity in Early Childhood Sharen Mella Bungge; Durrotunnisa Durrotunnisa; Hesti Putri Setianingsih; Shofiyanti Nur Zuama
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i2.15964

Abstract

This study aims to determine the effect of finger painting activities on the creativity of children in Group B at Efrat Wayura Kindergarten. Using a quantitative descriptive approach, the research involved 15 children and employed observation, interviews, and documentation as data collection techniques. The findings indicate a clear improvement in children’s creativity after participating in finger painting activities. Initially, many children demonstrated limited creative expression; however, after the intervention, a significant shift occurred, with more children showing higher levels of creative ability, including greater originality, imagination, and confidence in using colors and shapes. These results show that finger painting serves as an effective learning activity for fostering creativity in early childhood.
Development of Android-based interactive applications to stimulate children's cognitive development Andi Agusniatih; Ika Anggraini As Sayyidah; Shofiyanti Nur Zuama; Amrullah
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 4 (2026): February 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i4.5696

Abstract

Early childhood cognitive development requires engaging learning media. However, many PAUD classrooms still rely on monotonous activities that reduce children's motivation and limit cognitive progress. This study aimed to develop an Android-based interactive learning application to stimulate early childhood cognitive development, particularly in recognizing colors, geometric shapes, and sizes. The study used a research and development method based on the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The population comprised children at RA Al Ikhlas Birobuli. Participants for the classroom trial were selected through purposive sampling, focusing on children who took part in the learning activities during the implementation stage. Data were collected using observation sheets to measure learning engagement and cognitive performance, expert validation questionnaires to assess media and material feasibility, and cognitive tests in the form of a pretest and posttest to measure learning outcomes. Expert validation results indicated that the application was highly feasible, with a media feasibility score of 95% and a material feasibility score of 92%. Classroom implementation showed a significant improvement in children’s cognitive abilities, as indicated by higher posttest scores than pretest scores and a p-value of 0.000. The application includes interactive features such as visual animations, sound effects, game-based tasks, and a reward system, which increased engagement and motivation and supported constructivist principles that emphasize active and multisensory learning. In conclusion, the Android-based interactive application is effective, practical, and innovative for supporting early childhood cognitive development. It is recommended that PAUD teachers use this application as complementary learning media. Future studies should involve larger and more diverse samples and evaluate long-term learning retention and usability across different devices.
Co-Authors Alam, Samsul Alfina, Alfina Amrullah Amrullah Amrullah Amrullah Andi Agusniatih Anggraeni Anggraeni Anggun Asri Anisa K Bakarang Arianti, Sajjadah Ayu Kartikasari, Ayu Besse Nirmala Durrotunnisa Feiby Margaretha Fitriana Fitriana Fitriana Fitriana Hairani, Sarifah Hamzia Marie Hesti Putri Setianingsih Ika Anggraini As Sayyidah Ika Juhriati Imamah, Zakiyyatul Intan Puspita Sari, Kadek Jane M Monepa João Lima Khairina Khairina, Khairina Lasaip, Nur Annisa M Monepa, Jane Mohamad Akbar, Mohamad Muhammad Akbar Muraeni Mursanib Ndolan, Yusmerni Ni Wayan Siti Nurani Nur Azmi, Nur Nur Fatwa Khusnul Khatima Nur Istiana Makarau Nur Istiana Makarau Nurhayati Nurhayati Nurul Istiqomah , Fitrah Putri Setianingsih, Hesti Rahmatia Rahmatia, Rahmatia Ruqoyyah Fitri Samsul Alam Selvi Widiyana Sharen Mella Bungge Sindi Usman Sita Awalunisah Sri Nurhayati Tungka, Mutiara Vebrianti, Vanny Virna, Sri Yes Matheos Lasarus Malaikosa Yusdin Gagaramusu