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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Dinamika Pendidikan Jurnal Prima Edukasia Jurnal Pendidikan Usia Dini Indonesian Journal of Early Childhood Education Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Journal of Innovation in Educational and Cultural Research MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Community Empowerment Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Pendidikan Anak Jurnal Pendidikan Anak Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Jurnal Pendidikan Progresif ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Martha Christianti
Universitas Negeri Yogyakarta
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Utilization of Animated Videos in Stimulating Listening and Speaking Skills in Early Childhood Fauzi, Apriliana Nurulita Nur; Pamungkas, Joko; Hayati, Nur; Christianti, Martha
Jurnal Pendidikan Progresif Vol 14, No 3 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Utilization of Animated Videos in Stimulating Listening and Speaking Skills in Early Childhood. Objective : This study investigates the use of animated videos as a learning medium to stimulate listening and speaking skills in early childhood education. The research aims to highlight their effectiveness in fostering foundational language abilities. Method: Using a literature review methodology, 15 studies were selected systematically from 100 initial sources published between 2014 and 2024, based on strict inclusion and exclusion criteria. Data were analyzed qualitatively using thematic analysis to identify key patterns and insights. Findings: Findings reveal that animated videos significantly enhance listening skills, with children progressing from basic levels to advanced competencies. Speaking skills are also improved through vocabulary enrichment and better communication, encouraging children to express their ideas more effectively. Animated videos cater to diverse learning styles, increase attention spans, and motivate children to actively participate in learning activities. Specific examples include the use of animated videos to improve literacy skills, foster early numeracy, and promote character education through interactive storytelling. Additionally, this media provides engaging, enjoyable, and interactive learning experiences that help sustain children’s interest and focus. Conclusion: Animated videos not only improve children’s comprehension and speaking abilities but also encourage active engagement, making them a highly relevant tool in early childhood education. Further research is recommended to explore their applicability across broader educational contexts and age groups, ensuring their potential is maximized for diverse learners.  Keywords: animated video, early childhood, listening skills, speaking skills.DOI: http://dx.doi.org/10.23960/jpp.v14.i3.2024125
Application of Phonics Method for Early Literacy Development of Preschool Children Indriani, Ida Septi; Christianti, Martha; Hayati, Nur
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp119-138

Abstract

Abstract: Aplication of Phonics Method for Early Literacy Development of Preschool Children. Objectives: This study aims to analyze the effectiveness of the phonics method in improving early childhood early literacy in Indonesia and identify the role of collaboration between teachers and parents in supporting its successful implementation. Early literacy is an important foundation for children's reading and writing skills, particularly in understanding the relationship between letters and sounds. Literacy challenges in Indonesia include poor teacher training and adaptation of teaching methods to suit the local context. Methods: The research method used a systematic literature review (SLR) based on PRISMA guidelines to screen and analyze 20 relevant articles from various sources. Articles were analyzed in depth using the Rayyan app, identifying key themes, namely the effectiveness of phonics methods and the role of collaboration in supporting literacy. Findings: Shows that the phonics method significantly improves children's reading and spelling skills by teaching the systematic relationship between letters and sounds. Local research supports these results, for example the “CBI FONIK” method and audiovisual-based media are effective in improving early childhood literacy skills. Collaboration between teachers and parents plays an important role in creating a supportive literacy environment both at school and at home, accelerating children's learning progress. Conclusion: The phonics method is effective in improving children's early literacy with support from teacher training and adaptation to local needs. Teacher and parent collaboration is necessary for successful implementation, providing a strong foundation for future learning. Keywords: early childhood literacy, phonics method, phonological awareness, teacher and parent collaboration.
Validitas dan Reliabilitas Asesmen Literasi Awal (ALIA) untuk Anak Usia Dini Christianti, Martha
Jurnal Pendidikan Anak Vol. 13 No. 2 (2024): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v13i2.649

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kualitas asesmen literasi awal (ALIA) untuk anak usia dini berusia 4 hingga 7 tahun. Mengingat pentingnya hasil asesmen ini bagi anak, guru, sekolah, dan pemangku kepentingan Pendidikan di Indonesia, penelitian ini fokus pada tes paket kedua dari empat paket yang dikembangkan berdasarkan blueprint yang sama. Metode penelitian menggunakan CFA (Confirmatory Factor Analysis). Sampel penelitian 131 anak usia 4 hingga 7 tahun dari lima provinsi di Indonesia. Instrumen yang digunakan adalah tes literasi awal dengan lima aspek yang diukur; bahasa lisan, bahasa tulis, kesadaran fonologi, pengetahuan alfabetik, dan korespondensi grafem-fonem. Hasil penelitian menunjukkan model fit yang baik dengan nilai goodness of fit yang memenuhi kriteria yang ditetapkan. Selain itu, reliabilitas konstruk diperoleh variable laten utama bernilai 0.97 dengan kriteria sangat memuaskan. Hasil penelitian ini memberi konstribusi signifikan dalam meningkatkan kualitas pendidikan literasi di Indonesia melalui asesmen yang valid, reliabel, dan sesuai konteks budaya.
Best Practice Penulisan Karya Ilmiah untuk Meningkatkan Kompetensi Profesional Guru Taman Kanak-Kanak (TK) Nur Hayati; Agustiningsih, Rini; Eka Sapti Cahya Ningrum; Martha Christianti; Joko Pamungkas
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 8 No. 4 (2025): November
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v8i4.9935

Abstract

Peningkatan kompetensi profesional guru merupakan salah satu aspek penting dalam peningkatan kualitas pendidikan. Guru Taman Kanak-kanak (TK) dihadapkan pada tuntutan untuk terus mengembangkan kemampuan diri, termasuk dalam hal penulisan karya ilmiah. Kegiatan pengabdian ini bertujuan untuk meningkatkan kemampuan guru TK dalam menyusun karya ilmiah melalui pelatihan dan pendampingan melalui metode Site-Based Teacher Professional Development Program bagi 30 guru TK melalui pelatihan dan pendampingan. Kegiatan dilaksanakan dalam empat tahap: sosialisasi, pelatihan, pendampingan, dan evaluasi. Hasil menunjukkan peningkatan signifikan dalam pemahaman dan motivasi guru terhadap penulisan karya ilmiah. Namun, diperlukan tindak lanjut berupa pendampingan berkelanjutan untuk mendukung publikasi artikel ilmiah secara optimal.
Empowering Early Childhood Education Teachers through digital early literacy assessment program Martha Christianti; Nur Hayati; Nur Cholimah; Ika Budi Maryatun; Rosida Nur Kasanah; Yovinka Agista Putri; Firqotul Arifah; Bima Putro Wijayanto; Sazliana Idmi Martuaji; F Devi Kurnia
Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Vol. 10 No. 4 (2025): November 2025
Publisher : University of Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/abdimas.v10i4.16139

Abstract

This community service program addressed the limited capacity of early childhood education (PAUD) teachers to conduct systematic and contextual initial literacy assessments. The program aimed to improve teacher competence through practice-based training and mentoring supported by digital application technology. It was implemented at PAUD Kampung Emas, Krapyak, Sleman, Yogyakarta, involving 20 PAUD institutions and 33 teachers, and was conducted in three stages: needs identification, training, and evaluation. The results showed an increase in teachers’ assessment comprehension scores from 58 to 88 percent, with monitoring indicating that 46.7 percent of teachers were able to independently implement the assessment while others still required technical assistance. Overall, the program improved assessment quality and promoted data-based learning practices, demonstrated strong potential for sustainable replication with contextual adjustments, and supported cross-institutional collaboration to enhance the quality of early childhood education in Indonesia. Furthermore, the success of this initiative demonstrates that integrated training and technological support effectively shift teacher paradigms, repositioning assessment as a vital tool for instructional development rather than a mere administrative obligation.
Kemampuan guru taman kanak-kanak di Yogyakarta dalam mengembangkan tema pembelajaran berbasis budaya lokal Ika Budi Maryatun; Joko Pamungkas; Martha Christianti
Jurnal Penelitian Ilmu Pendidikan Vol. 10 No. 1 (2017): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (578.279 KB) | DOI: 10.21831/jpipfip.v10i1.16791

Abstract

Artikel ini berisi hasil penelitian tahap awal tentang pengetahuan dan pemahaman guru Taman Kanak-kanak tentang pengembangan tema pembelajaran berbasis budaya lokal. Metode penelitian yang digunakan adalah kualitatif. Data dikumpulkan menggunakan teknik wawancara, dan dokumentasi. Jumlah guru sampel penelitian adalah 70 orang guru TK se Yogyakarta. Hasil penelitian menunjukkan bahwa 91,5 persen guru belum mengembangkan tema pembelajaran berbasis budaya lokal. Salah satu kendala yang dihadapi adalah tidak ada pelatihan khusus untuk mengembangkan tema pembelajaran berbasis budaya lokal tersebut. Hasil penelitian ini mendorong peneliti untuk melakukan penelitian lanjutan terkait pengembangan tema pembelajaran berbasis budaya lokal dalam bentuk desain pengembangan tema pembelajaran berbasis budaya lokal, ujicoba, dan diseminasi produk. 
Buku panduan pembelajaran disiplin berlalu lintas di taman kanak - kanak Nur Cholimah; Ika Budi Maryatun; Martha Christianti; Eka Sapti Cahyaningrum
Jurnal Penelitian Ilmu Pendidikan Vol. 13 No. 1 (2020): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v13i1.27634

Abstract

Pengenalan sejak dini, berlalu lintas yang baik, akan menjadikan kegiatan tersebut menjadi budaya yang melekat sampai dewasa. Penelitian ini dilakukan untuk mengembangkan buku panduan berlalu lintas yang dapat digunakan untuk pembelajaran di Taman Kanak-kanak. Tujuan penelitian adalah pembuatan buku panduan yang dapat digunakan sebagai panduan praktis bagi guru PAUD/TK dalam mengajarkan disiplin berlalu lintas sejak dini kepada anak-anak, dan mengenalkan berbagai profesi yang berkaitan langsung dengan adanya taman lalu lintas melalui pembelajaran. Metode penelitian yang digunakan adalah research and development Borg & Gall. Pengumpulan data menggunakan wawancara, angket, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa buku panduan memiliki kualitas penyajian yang terdiri dari dua item, yaitu kemenarikan gambar dan isi buku; menggunakan bahasa yang jelas dan dapat dipahami dengan baik serta tidak bermakna ganda. Buku panduan disusun menggunakan sistematika penulisan: Bab I Pendahuluan, Bab II Kajian Taman Lalu Lintas, Bab III Prosedur Pembuatan Taman Lalu Lintas, Bab IV Pembelajaran di Taman Lalu Lintas, dan Bab V Penutup, dan Lampiran. Materi yang ditampilkan untuk buku panduan sesuai dengan Kurikulum 2013. Buku panduan sudah dianggap baik oleh para guru dan sesuai dengan karakteristik pembelajaran pada anak usia dini. Buku panduan berlalu lintas untuk taman kanak- kanak ini, diharapkan memasukkan langkah-langkah saintifik: mengamati, menanya, mengumpulkan informasi, mengasosiasi atau mengolah informasi, dan terakhir mengkomunikasikan.A traffic discipline learning guidebook in kindergartenEarly recognition, good traffic, will make these activities become an inherent culture into adulthood. This study was conducted to develop a traffic manual that can be used for learning in kindergarten. This study explores the use of a guidebook as a practical guide for PAUD/TK teachers in teaching the discipline of traffic early on to children, and introducing various professions that are directly related to the existence of a traffic park. The method of the study is research and development by Borg & Gall. Data collection using interviews, questionnaires, observation, documentation. The results showed that the manual has a quality presentation consisting of two items, namely the attractiveness of the picture and the contents of the book; use language that is clear and can be understood properly and does not have a double meaning. The guidebook was prepared using systematic writing: Chapter I Introduction, Chapter II Study of Traffic Parks, Chapter III Procedures for Making Traffic Parks, Chapter IV Learning in Traffic Parks, and Chapter V Closing, and Appendix. The material displayed for the guidebooks is under the 2013 Curriculum. The guidebooks are considered to be good by teachers and following the characteristics of learning in early childhood. The traffic manual for kindergartens is expected to include scientific steps: observing, asking questions, gathering information, associating the information and communicating.
Pengembangan Media Buku Berbasis Bahasa Ibu untuk Meningkatkan Kosakata Anak Usia Dini melalui Model ADDIE Yakoba Kristina Siu; Martha Christianti
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 1 (2026): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i1.2020

Abstract

Penelitian ini dilatarbelakangi oleh menurunnya penggunaan bahasa Ngada pada anak usia dini, sehingga diperlukan media pembelajaran yang kontekstual berbasis budaya lokal. Penelitian ini bertujuan untuk mengembangkan media buku berbasis bahasa Ngada yang layak serta menguji efektivitasnya dalam meningkatkan kosakata anak kelompok B Taman Kanak-kanak. Metode yang digunakan adalah Research and Development dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian terdiri atas 15 anak pada uji coba kelompok kecil dan 45 anak pada uji coba kelompok besar. Data dikumpulkan melalui penilaian ahli, observasi, dan angket guru, kemudian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa media yang dikembangkan memiliki  tingkat kelayakan sangat baik dan efektif dalam meningkatkan kosakata bahasa Ngada anak. Peningkatan kemampuan kosakata terlihat  secara konsisten pada kedua tahap uji coba. Dengan demikian, media buku ini dapat digunakan sebagai alternatif pembelajaran untuk mendukung pelestarian bahasa daerah sejak usia dini. Pengembangan media pembelajaran berbasis buku yang mengintegrasikan kosakata bahasa Ngada dengan konteks budaya lokal secara sistematis, sehingga tidak hanya mendukung stimulasi perkembangan bahasa anak usia dini, tetapi juga berkontribusi terhadap pelestarian bahasa daerah sejak dini.
Efektivitas Intervensi Membaca Nyaring dalam Meningkatkan Kemampuan Menceritakan Kembali Anak Usia Dini Perayana Perayana; Martha Christianti; Prayitno Prayitno
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 7 No. 2 (2026): Desember In Progress
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v7i2.2357

Abstract

Penelitian ini dilaksanakan berdasarkan rendahnya kemampuan anak usia 5–6 tahun dalam menceritakan kembali isi cerita di TK Adz Dzakia Bangka Belitung. Sebagian anak masih belum mampu memahami alur cerita dan menyampaikan kembali cerita secara runtut serta jelas. Penelitian ini bertujuan untuk mengetahui efektivitas intervensi membaca nyaring terhadap kemampuan menceritakan kembali pada anak usia dini. Metode yang digunakan adalah pendekatan kuantitatif dengan desain quasi experimental time series. Sampel penelitian terdiri atas 30 anak kelompok B usia 5-6 tahun, terdiri dari dua kelas yang dipilih menggunakan teknik purposive sampling. Teknik pengumpulan data dilakukan melalui observasi, unjuk kerja, dan dokumentasi dengan menggunakan lembar observasi serta rubrik penilaian kemampuan menceritakan kembali. Hasil penelitian menunjukkan bahwa kegiatan membaca nyaring mampu meningkatkan kemampuan anak dalam memahami isi cerita, mengenali tokoh dan alur, serta menyampaikan kembali cerita dengan lebih runtut. Selain itu, intervensi ini juga membantu meningkatkan kosakata, kemampuan menyimak, dan rasa percaya diri anak dalam berkomunikasi. Temuan penelitian ini menunjukkan bahwa membaca nyaring dapat digunakan sebagai strategi pembelajaran yang efektif dan sesuai dengan penerapan kurikulum merdeka dalam mendukung perkembangan bahasa dan literasi awal anak usia dini.
Exploring Early Numeracy Development Through Concrete Manipulative Play: A Qualitative Study of 5–6 Year Old Children in an Indonesian Kindergarten Nauratuddini, Nauratuddini; Christianti, Martha
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.34815

Abstract

This study explores early numeracy development through concrete manipulative play among children aged 5–6 years in an Indonesian kindergarten. The study addresses the challenge of developing numeracy skills in early childhood, particularly when learning experiences rely heavily on abstract instruction rather than direct interaction with meaningful materials. A descriptive qualitative approach was employed at TK Pembina Bantul, involving 24 children and two teachers. Data were collected through participatory observation, semi-structured interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that concrete manipulative play supports children’s understanding of fundamental numeracy concepts through hands-on engagement with familiar objects from their immediate environment. Children demonstrated one-to-one correspondence by matching vegetable replicas to written numerals, arranging wooden blocks by size and dimension, classifying buttons by color, and applying comparison symbols to represent quantitative relationships. These activities enabled children to develop conceptual understanding of quantity, classification, seriation, and numerical symbols through meaningful and enjoyable learning experiences. The study highlights three factors that facilitated numeracy development: the use of familiar manipulatives, a playful learning environment, and adaptive teacher scaffolding that guided children from concrete manipulation to symbolic representation. The findings suggest that concrete manipulative play provides developmentally appropriate opportunities for constructing early mathematical understanding in kindergarten settings.
Co-Authors Agustiningsih, Rini Aliyah Latifah Hanum Amir Syamsudin Apry Aditya Saputra Auliya, Hafizhah Rahmiati Bima Putro Wijayanto Eka Sapti Cahya Ningrum Eka Sapti Cahyaningrum F Devi Kurnia F, Arumi Savitri Fauzi, Apriliana Nurulita Nur Firqotul Arifah Harun Ida Ayu Putu Sri Widnyani Ika Budi Maryatun Ika Budi Maryatun Indriani, Ida Septi Izzati, Khoerul Joko Pamungkas Lili, Waode Luluk Nur Aisyah Muthmainah Muthmainah Nauratuddini, Nauratuddini Nazaludin Nur Rahmat Nur Cholimah Nur Cholimah Nur Hayati Nur Hayati Nur Hayati Nur Hayati Oktaviani Maharani Pamungkas, Joko Perayana Perayana Prayitno Prayitno Puji Yanti Fauziah Rosida Nur Kasanah Sazliana Idmi Martuaji Sri Wening Tri Hartiti Retnowati Triandi Aprilio Yakoba Kristina Siu Yovinka Agista Putri