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All Journal BUNGAMPUTI Kreatif Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini 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 MURHUM : JURNAL PENDIDIKAN 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 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 Neuroscience Social Sciences Other

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Supporting Symbolic and Cognitive Development in Early Childhood through Pop-Up Book Learning Media Usman, Sindi; Zuama, Shofiyanti Nur; Awalunisah, Sita; Agusniatih, Andi
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.231

Abstract

This study aims to develop a Pop-Up Book learning media to stimulate cognitive abilities in early childhood education, particularly in recognizing letters, shapes, and symbols. The research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation stages. The subjects consisted of 15 children in Group B1 at Alkhairaat Tondo Kindergarten. Data were collected through observation, interviews, documentation, and questionnaires to assess needs, feasibility, and children’s responses to the developed media. Expert validation results indicated a very high level of feasibility, with scores of 98.3% from media experts and 96.6% from material experts. Classroom implementation showed positive engagement, with 60% of children developing cognitive abilities as expected and 40% beginning to show improvement. These findings suggest that the developed Pop-Up Book media is feasible, engaging, and has potential to support cognitive development in early childhood learning contexts.
Development of Android-based interactive applications to stimulate children's cognitive development Agusniatih, Andi; Sayyidah, Ika Anggraini As; Zuama, Shofiyanti Nur; 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.
Development of Jump Number Play Media in Stimulating Children's Cognitive Development Munasti, Alqolida; Zuama, Shofiyanti Nur; Marie, Hamzia; Durrotunnisa, Durrotunnisa
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.96-106

Abstract

The problem in this study lies in the cognitive ability of children in recognizing the symbols of numbers 1-20, which has not developed as expected. This study aims to determine the development of Jump Number Play (JNP) media in stimulating children's cognition. This study used Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The research subjects consisted of 16 children, comprising 7 girls and 9 boys in the odd semester of the 2025/2026 academic year. Data were collected through observation and interviews with homeroom teachers. The final stage of expert validation of the JNP media obtained 100% and media experts obtained 97.05%. These results show that the JNP media is very valid in stimulating children's cognitive development in recognizing the symbols for numbers 1-20. The results of observations and children's responses after playing with the JNP media, in terms of recognizing the symbols for numbers 1-20, showed that there were 2 children (12.50%) in the BSB category, 12 children (75.00%) in the BSH category, 2 children (12.50%) in the MB category, and no children in the BB category. In terms of naming number symbols 1-20, there were 2 children (12.50%) in the BSB category, 12 children.
PAMIN: An Innovative Interactive Magnetic Board Media to Enhance Alphabet and Counting Skills of 4-5-Year-Old Children Hairani, Sarifah; Malaikosa, Yes Matheos Lasarus; Fitri, Ruqoyyah; Setianingsih, Hesti Putri; Zuama, Shofiyanti Nur
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.v4i2.15521

Abstract

Alphabet and counting skills are fundamental components in the development of early childhood literacy and numeracy. However, many children aged 4-5 are only able to memorize letters and numbers without understanding their concrete forms and meanings. This study aims to develop and examine the effectiveness of PAMIN (Interactive Magnetic Board) as a learning media to enhance alphabet and counting skills in early childhood. The research employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), and was conducted at TK Dharmawanita Tawangsari 2, Sidoarjo. The study involved 23 children in Group A (aged 4ÔÇô5 years). The instruments used included observation sheets, skill tests, and expert validation questionnaires. The results showed that PAMIN is feasible to use, based on validation by subject matter and media experts. Moreover, there was a significant improvement in both alphabet and counting abilities, with an average N-Gain score of 0.81 (classified as high). PAMIN proved to be effective as it integrates enjoyable multisensory learning through a combination of visual, manipulative, and singing methods. This study concludes that PAMIN is an innovative learning media and is recommended to support interactive learning processes in early childhood education.  
Impact of Ecoprint Activities Using Natural Materials on Fine Motor Skills of 5-6 Year Old Children Sari, Kadek Intan Puspita; Fitriana, Fitriana; Putri Setianingsih, Hesti; Zuama, Shofiyanti Nur
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.v4i2.15773

Abstract

This study aims to examine the effect of natural material-based ecoprint activities on the fine motor skills of of 5-6 year old children. A mixed methods approach was employed using a quasi-experimental design. The research subjects consisted of 28 children from Group B at State Kindergarten of 8 Wita Ponda, divided into an experimental group and a control group. The experimental group received treatment through ecoprint activities for ten days, while the control group engaged in regular activities without similar interventions. Data were collected through fine motor skills tests (pretest and posttest), observations, documentation, and interviews. Quantitative data were analyzed using the paired sample t-test and N-Gain Score, while qualitative data were analyzed thematically. The findings revealed a significant improvement in the fine motor skills of children in the experimental group compared to the control group, with a p-value < 0.05 and an average N-Gain Score of 68.4%, categorized as moderately effective. Interviews with teachers and the principal affirmed that ecoprint activities provided enjoyable learning experiences, enhanced hand and finger coordination, and fostered childrens environmental awareness. Therefore, ecoprint is considered a viable alternative learning method to holistically develop fine motor skills in early childhood education.  
The Effect of Storytelling Method on Children’s Cognitive Development at the Age of 5–6 Years Khatima, Nur Fatwa Khusnul; Agusniatih, Andi; Setianingsih, Hesti Putri; Zuama, Shofiyanti Nur; Lima, João
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 Nurani, Ni Wayan Siti; Fitriana, Fitriana; Awalunisah, Sita; Zuama, Shofiyanti Nur
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 Bungge, Sharen Mella; Durrotunnisa, Durrotunnisa; Setianingsih, Hesti Putri; Zuama, Shofiyanti Nur
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 Positive Reinforcement-Based Economic Token Media to Improve Children's Discipline Eliawati, Ni Luh Putu; Zuama, Shofiyanti Nur; Monepa, Jane Mariem; Nurhayati, Nurhayati
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.24-35

Abstract

This study aims to develop an economic token-based media using positive reinforcement to improve children's discipline. The background of this study stems from the problem of low discipline among children, such as children often arriving late, not tidying up their toys, and not following the teacher's instructions when doing tasks. This research uses the Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects were 23 children in group B. This Economic Token Media was validated by two subject matter experts and media experts. The two experts gave it a validation score of 88.23% from the media expert and 100% from the subject matter expert. This media has been tested on 15 children in group B aged 5-6 years. From the test results, a feasibility score was obtained with a percentage of BSB 62.22%, BSH 26.66%, MB 11.11%, and BB 0%. The use of economic token media has been proven to be effective in improving children's discipline and is suitable for testing on children. It is also very safe to use and not harmful to children. 
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.
Co-Authors Abduh, Miftahuljannah Agustiatih, Andi Alam, Samsul Alfina, Alfina Amrullah Amrullah Amrullah Andi Agusniatih Anggraeni Anggraeni Anwar, Hijrah Fani Arianti, Sajjadah Ayu Kartikasari, Ayu Ayunisa, Ayunisa Azzahra, Azzahra Bungge, Sharen Mella Durrotunnisa Eliawati, Ni Luh Putu Feiby Margaretha Fitriana Fitriana Hairani, Sarifah Hesti Putri Setianingsih Ika Juhriati Imamah, Zakiyyatul Intan Puspita Sari, Kadek Jane Mariem Monepa Khairina Khairina, Khairina Khatima, Nur Fatwa Khusnul Lasaip, Nur Annisa Lima, João M Monepa, Jane Marie, Hamzia Matheos Lasarus Malaikosa, Yes Mohamad Akbar, Mohamad Muhammad Akbar Munasti, Alqolida Muraeni Mursanib Nadia Nadia Ndolan, Yusmerni Nur Azmi, Nur Nur Istiana Makarau Nurani, Ni Wayan Siti Nurhayati Nurhayati Nurhayati, Nurhayati Nurul Istiqomah , Fitrah Putri Setianingsih, Hesti Rahmatia Rahmatia, Rahmatia Riska Wulandari, Riska Riwi, Triniva Ruqoyyah Fitri Samsul Alam Sari, Kadek Intan Puspita Sayyidah, Ika Anggraini As Sita Awalunisah Tungka, Mutiara Usman, Sindi Vebrianti, Vanny Virna, Sri Yes Matheos Lasarus Malaikosa Yusdin Gagaramusu