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All Journal Transformasi: Jurnal Pengabdian Masyarakat Jurnal Varidika Early Childhood Research Journal (ECRJ) Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Penamas: Journal of Community Service Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Cerdika: Jurnal Ilmiah Indonesia BEKTI : Jurnal Pengabdian Kepada Masarakat Jurnal Pelita PAUD
Wili Astuti
Universitas Muhammadiyah Surakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Bermain sebagai stimulasi membaca awal bahasa Inggris pada anak prasekolah Astuti, Wili; Fauziyah, Nur; Enka Banufita, Rellieve
Jurnal Pelita PAUD Vol 9 No 2 (2025): Jurnal Pelita PAUD
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/pelitapaud.v9i2.4675

Abstract

Penelitian ini ditujukan untuk mengetahui stimulasi membaca awal bahasa Inggris pada anak prasekolah dengan kegiatan Bermain. Penelitian ini merupakan penelitian deskriptif kualitatif. Pendekatan kualitatif dipilih karena bertujuan untuk memahami fenomena sosial serta dinamika masalah manusia dalam konteks yang alami. Subyek penelitian adalah guru PAUD sebanyak 15 dari 5 lembaga PAUD yang mengenalkan bahasa Inggris pada anak. Penilitian ini mengungkap bahwa 52% dari responden sudah menerapkan bermain dalam stimulasi membaca awal bahasa Inggris pada anak prasekolah, sebanyak 25% melakukan stimuasi membaca bahasa Inggris dengan menggunakan metode selain bermain, misalnya dengan drill atau menirukan. Dan sebanyak 23% melakukan stimulasi membaca awal pada anak prasekolah dengan bermain namun masih terkendala dengan penyusunan materi ajar yang sesuai dan kendala sarana prasana di lembaga PAUD. Bermain aktif seperti bernyanyi, bercerita, menebak bunyi huruf dan games menjadi kegiatan yang lebih disukai daripada bermain pasif seperti menonton vidio dan mendengarkan lagu berbahasa Inggris. Hal ini disebabkan karena pemahaman guru terhadap kegiatan main, yang lebih condong kepada aktivitas yang melibatkan fisik anak prasekolah.
DAMPAK METODE STORYTELLING TERHADAP PERILAKU PROSOSIAL PADA ANAK PAUD DI TK DHARMA WANITA SUKOHARJO Listyowati, Dwi; Astuti, Wili
Cerdika: Jurnal Ilmiah Indonesia Vol. 5 No. 4 (2025): Cerdika: Jurnal Ilmiah Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/cerdika.v5i4.2617

Abstract

Pendidikan Anak Usia Dini (PAUD) merupakan masa penting dalam pembentukan karakter dan perilaku sosial anak. Salah satu aspek yang perlu diperhatikan adalah perilaku prososial yang dapat mendukung perkembangan sosial-emosional anak. Riset ini bertujuan untuk mengidentifikasi pengaruh metode storytelling terhadap perilaku prososial pada anak PAUD di TK Dharma Wanita Sukoharjo. Metode yang diterapkan dalam riset ini adalah pendekatan kuantitatif dengan desain eksperimen. Penelitian ini melibatkan dua kelompok, yaitu kelas eksperimen yang menggunakan metode storytelling dengan media buku cerita dan papan flannel, serta kelas kontrol yang menerapkan metode storytelling lisan tanpa media visual. Data dikumpulkan melalui observasi dan kuesioner, yang kemudian dianalisis dengan analisis regresi linier berganda. Hasilnya mengkonfirmasi bahwa metode storytelling berpengaruh positif dan signifikan terhadap peningkatan perilaku prososial anak, yang tercermin dalam peningkatan empati, berbagi, dan kerjasama. Kesimpulannya, storytelling tidak hanya meningkatkan keterampilan sosial-emosional anak, tetapi juga memperkuat pemahaman moral mereka melalui cerita yang mengandung nilai-nilai prososial. Implikasi riset ini memberikan wawasan tentang pentingnya penggunaan media interaktif dalam pengembangan perilaku prososial anak di PAUD, serta rekomendasi bagi pendidik untuk mengintegrasikan storytelling dalam proses pembelajaran.
The Development of Canva-Based Gamified Interactive Learning Media to Support Early Arabic Reading Literacy for Children Aged 4-5 Years Munawaroh, Iin Rosdiana; Astuti, Wili
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Objective: This study aims to develop and evaluate the feasibility of a gamification-based interactive learning media created with Canva to support early Arabic reading instruction for children aged 4-5 years. The media is designed to enhance learning engagement, strengthen recognition of Hijaiyah letters, and support children’s ability to identify letter shapes and sounds through visually appealing and interactive digital learning experiences suited to early childhood developmental characteristics. Method: This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. During the development stage, the learning media was created using Canva and integrated with gamification elements such as step-by-step learning progression, visual rewards, simple navigation, and child-friendly visual design. The product was validated by experts in three aspects: content feasibility, instructional and media design, and language appropriateness. Data were collected using Likert-scale questionnaires and analyzed descriptively to determine the validity level of the developed media. Results: The validation results showed that all assessed aspects content feasibility, instructional and media design, and language appropriateness obtained an average score of 4.00, categorized as very valid. The Aiken’s V coefficient for all aspects was 0.75, indicating a high level of content validity and strong agreement between experts. Minor revisions were suggested, particularly in simplifying game instructions and enhancing visual variation to better suit young learners. These findings suggest that the Canva-based gamified interactive media is suitable for use in early Arabic reading instruction for children aged 4-5 years and has the potential to create a more engaging, enjoyable, and participatory early learning experience. Conclusion: The developed gamification-based interactive learning media is considered valid and feasible as a digital learning resource for introducing early Arabic reading skills to children aged 4-5 years. Its visual and interactive features make it a promising tool for increasing learning motivation and supporting early literacy development. Further research is recommended to examine the effectiveness of this media in improving children’s reading outcomes in direct classroom learning contexts.
Effects of Music-Integrated Learning Activities on Concentration and Engagement in Early Childhood Azaari, Santi Restiya Putri; Astuti, Wili
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

This study investigates the effects of integrating music into classroom learning activities on the concentration, focus duration, interest, and task completion of early childhood learners aged 3–5 years at KB Roudhotul Jannah. Limited attention span and frequent distractions in the classroom prompted the need for an intervention that supports emotional regulation and sustained engagement. A mixed-methods approach was employed, combining classroom observations, structured interviews, and documentation. Fifteen children participated in the study using purposive sampling. Observation sheets consisted of four indicators: attention level, focus duration, interest in activities, and task completion. Instrument validity was ensured through expert review by early childhood education specialists. The results revealed that prior to the use of music, most children were only able to maintain their focus for 3-5 minutes, were easily distracted by sounds or peer movements. It showed low engagement in learning activities. After systematically being implemented into classroom routines- through accompanying songs, rhythmic clapping, and soft background music played-significant improvements were observed across all measured aspects. Children with high concentration increased from 13 % to 47%, those with a focus duration of ≥ 7 minutes rose from 7% to 53 %, activities interest grew from 20 % to 67 % and task completion improved from 33% to 87 %. The findings demonstrate that music serves as an effective auditory stimulus for enhancing emotional stability, extending attention span, and improving learning engagement. This study provides novel insight into the systematic integration of music within daily preschool routines, particularly in a rural Indonesian early childhood education setting. Music implementation is recommended as a pedagogical strategy to promote cognitive readiness and emotional regulation in early childhood learning environments.
Co-Authors Aryati Prasetyarini Astuti, Leni Azaari, Santi Restiya Putri Bambang Sumardjoko Bella Falsa, Velina Bunga Sawitri, Novelia Dian Purworini Endang Wahyu Pamungkas Enka Banufita, Rellieve Fathimah Amani Purwaningsih Fauziyah, Nur Haryanti, Yanti Honest Ummi Kaltsum Junita Dwi Wardhani Kurniawati Saputri, Ika Lelita Azaria Rahmadiva Listyowati, Dwi Maryam MILLAH, HILYATUL Muhamad Taufik Hidayat Muhamad Taufik Hidayat Munawaroh, Iin Rosdiana Naidoo, Gedala Mulliah Nailil Muna Nur Alifah Intan Cilvia, Tiara Nur Jannah, Fatimah Purwaningsih, Fathimah Amani Rona Rizkhy Bunga Chasana Setyawan, Sidiq Yayan Mahfuzin