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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Biologi Tropis Jurnal Pendidikan dan Konseling Jurnal Ilmiah Profesi Pendidikan Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Abdi Masyarakat Indonesia Jurnal Pendidikan Sang Surya Indonesian Journal of Education and Community Services Indonesian Journal of Elementary and Childhood Education
Filsa Era Sativa, Agil Al Idrus, Gito Hadiprayitno
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Mataram
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Engineering Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Pengembangan Permainan Uno Stacko Terhadap Kemampuan Kognitif Anak Kelompok B Di TK Asmaul Husna Desa Embung Raja Baiq Kusuma Wardani Winarta; Baik Nilawati Astini; Filsa Era Sativa
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4 (2025): November
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4.3987

Abstract

Penelitian ini bertujuan untuk mengembangkan permainan Uno Stacko sebagai media pembelajaran untuk meningkatkan kemampuan kognitif anak kelompok B di TK Asmaul Husna. Tujuan penelitian ini adalah menghasilkan media Uno Stacko yang layak dan efektif. Metode penelitian menggunakan model ADDIE dengan tahapan analisis, desain, pengembangan, implementasi, dan evaluasi. Instrumen meliputi lembar validasi ahli, observasi, dan tes pretest–posttest. Hasil penelitian menunjukkan media sangat layak, serta terdapat peningkatan kemampuan kognitif anak dari nilai rata-rata 67,13 menjadi 89 dengan N-Gain 0,72 (kategori tinggi). Kesimpulannya, Uno Stacko efektif meningkatkan kemampuan kognitif anak.
Identifikasi Penerapan Pembelajaran Berbasis Etnosains di PAUD Se-Kecamatan Selaparang, Kota Mataram Rohana Oktaviana; Muhammad Tahir; Filsa Era Sativa
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1884

Abstract

Ethnoscience-based learning is one of the learning approaches that need to be strengthened in early childhood education to instill cultural values while strengthening children's identity amidst the development of the times. This study aims to identify the application of ethnoscience-based learning in PAUD throughout Selaparang District, Mataram City. So that the forms of application of ethnoscience-based learning can be known. The type of research used is survey research with descriptive quantitative methods. The research subjects were 35 PAUD principals throughout Selaparang District. Data collection methods used include questionnaires, interviews and documentation. Data analysis uses the percentage formula according to Arikunto. The results of the study indicate that the application of ethnoscience-based learning in PAUD throughout Selaparang District is generally in the good category. The use of local materials in learning obtained a percentage of 75.69%, the introduction of local culture was 75.86%, and the use of educational games with local wisdom was 71.90% with a good category. Meanwhile, the integration of local culture-based teaching materials achieved a percentage of 64.29%, and the implementation of exploratory activities in the surrounding environment achieved a percentage of 70.18%, which is in the sufficient category. Therefore, it can be concluded that ethnoscience-based learning has been implemented through various activities such as the use of local materials in learning, the introduction of local culture, the use of educational games with local wisdom, the integration of local culture-based teaching materials, and the implementation of exploratory activities in the surrounding environment. However, improvements are still needed to be more optimal, systematic, and sustainable.  
Kontribusi Implementasi Asesmen Diagnostik dan Formatif terhadap Kualitas Pembelajaran Anak Usia Dini di TK Al-Hikmah Muslimaeni; I Wayan Karta; Filsa Era Sativa
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 2 (2026): May
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i2.1886

Abstract

This study aims to determine the contribution of diagnostic assessment and formative assessment to the quality of early childhood learning. Based on the conditions at TK Al-Hikmah, diagnostic and formative assessments have not been implemented consistently and systematically in the learning process. Previous studies have mostly discussed the two types of assessment separately, so there is still limited research examining their simultaneous contribution to the quality of early childhood learning. This study employed an ex post facto approach with a quantitative method and correlational technique. The research subjects were early childhood learners, while the data collection technique was carried out using questionnaires. Data analysis used descriptive and inferential statistics through multiple linear regression. The results showed that diagnostic assessment and formative assessment simultaneously contributed significantly to the quality of early childhood learning. This indicates that the integrated implementation of both types of assessment can support the improvement of learning quality more optimally. In addition, partially, diagnostic assessment made a significant contribution to the quality of early childhood learning, meaning that the better the implementation of diagnostic assessment, the higher the quality of learning. Formative assessment also made a significant contribution to the quality of early childhood learning, indicating that the proper implementation of formative assessment can support a more effective learning process. Thus, it can be concluded that diagnostic assessment and formative assessment play an important role in improving the quality of early childhood learning, both simultaneously and partially. Therefore, educators are encouraged to improve their competence in designing and implementing diagnostic and formative assessments through training and professional development to support the improvement of the quality of early childhood learning.
Co-Authors Abdul Kadir Jaelani Astini, Baik Nilawati Aulia Dwi Amalina Aulia Dwi Amalina Wahab Baiq Kusuma Wardani Winarta Baiq Nada Buahana Baiq Nada Buahana Baiq Nada Buahana Doyang Besari Elina Widyasari G. Gunawan I Made Suwasa Astawa I Made Suwasa Astawa I Made Swasa Astawa I Wayan Karta Lalu Wira Zain Amrullah M.A. Muazar Habibi Muhammad Tahir Musaddat, Syaiful Muslimaeni Nurhasanah Nurhasanah Nurhasanah Qomariah Qomariah Rachmayani, Ika Rahmawati Kamal Rohana Oktaviana Warthini, Ni Luh Putu Nina Sri