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All Journal JURNAL PENDIDIKAN TAMBUSAI Jurnal Golden Age Jurnal Caksana: Pendidikan Anak Usia Dini Childhood Education : Jurnal Pendidikan Anak Usia Dini International Journal of Business, Law, and Education Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Riset Pendidikan dan Pengajaran (JRPP) Educare : Jurnal Penelitian Pendidikan dan Pembelajaran Mindset : Jurnal Pemikiran Pendidikan dan Pembelajaran Lentera : Jurnal Kajian Bidang Pendidikan dan Pembelajaran Melior : Jurnal Riset Pendidikan dan Pembelajaran Indonesia Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Jurnal Penelitian dan Pengkajian Ilmiah Golden Age : Jurnal Pendidikan Anak Usia Dini
Henni Anggraini, Henni
Unknown Affiliation
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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Pemanfaatan Media Smart Board Untuk Meningkatkan Kemampuan Membaca Huruf Hijaiyah Anak Usia 5-6 Tahun Di KB Ar-Rohmah I Singosari Umatin, Choiro; Akbar, Mochammad Ramli; Anggraini, Henni
CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah Vol. 3 No. 1 (2026): CENDEKIA : Jurnal Penelitian dan Pengkajian Ilmiah, Januari 2026
Publisher : Lembaga Pendidikan dan Penelitian Manggala Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62335/cendekia.v3i1.2317

Abstract

Basic education plays a crucial role in providing students with basic knowledge and skills, including reading skills as a foundation for subsequent learning. Early reading skills, particularly reading the hijaiyah letters, require serious attention because they impact advanced reading skills. Initial observations in class B of KB Ar-Rohmah I Singosari showed that most children aged 5–6 years were unfamiliar with the hijaiyah letters and experienced reading difficulties, resulting in suboptimal learning activities. This situation necessitates the use of engaging learning media that are appropriate to the characteristics of early childhood. This study aims to determine the use of smartboards and their impact on the hijaiyah reading skills of 5–6-year-old children at KB Ar-Rohmah I Singosari. This study used the Classroom Action Research (CAR) method, implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Smartboards were used to visually and interactively display the Hijaiyah letters to help children recognize and read them more easily. The results showed that: the use of smartboards in teaching the Hijaiyah letters at KB Ar-Rohmah I Singosari was implemented through lesson planning, visual and audio presentation of the Hijaiyah letters, teacher pronunciation demonstrations, interactive reading activities, and evaluation of children's development. The use of smartboards proved effective in improving the reading skills of children aged 5–6 years. Improvements were seen in letter recognition, pronunciation accuracy, reading fluency, and self-confidence. In Cycle I, children's reading skills began to improve, while in Cycle II, the improvement became more significant and stable, thus achieving the research success indicator.
IMPLEMENTASI PENDIDIKAN BERBASIS MULTIKULTURAL SEBAGAI UPAYA MANANAMKAN NILAI KARAKTER KEJUJURAN,TOLERANSI, DAN CINTA DAMAI PADA ANAK USIA 5-6 TAHUN DI TK DHARMA WANITA PERSATUAN 1 GONDOWANGI Bria, Flora Kristiani; haryono, sarah Emmanuel; Anggraini, Henni
Jurnal Golden Age Vol. 9 No. 2 (2025): Jurnal Golden Age
Publisher : Universitas Hamzanwadi

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Abstract

Abstrak Pendidikan anak usia dini merupakan fondasi penting dalam membentuk karakter dan kepribadian anak. Pada usia 5 sampai 6 tahun, anak berada dalam tahap perkembangan sosial-emosional yang pesat, sehingga menjadi masa yang tepat untuk menanamkan nilai-nilai karakter positif. Penelitian ini bertujuan untuk mengkaji implementasi pendidikan berbasis multikultural sebagai strategi dalam menanamkan nilai kejujuran, toleransi, dan cinta damai pada anak usia 5-6 tahun. Metode yang digunakan adalah studi kualitatif dengan pendekatan deskriptif, melalui observasi, wawancara, dan dokumentasi di beberapa lembaga pendidikan anak usia dini yang menerapkan pendekatan multikultural. Hasil penelitian menunjukkan bahwa pendidikan berbasis multikultural dapat ditanamkan melalui kegiatan pembelajaran tematik yang inklusif, penggunaan media pembelajaran yang merepresentasikan keberagaman, serta pembiasaan sikap positif melalui permainan, cerita rakyat, dan kegiatan kelompok. Guru berperan sentral sebagai teladan, fasilitator, dan pembimbing dalam membentuk sikap jujur, toleran, dan cinta damai di lingkungan sekolah. Selain itu, keterlibatan orang tua dan lingkungan sekitar juga menjadi faktor pendukung dalam menguatkan nilai-nilai tersebut di luar sekolah. Penanaman nilai karakter melalui pendekatan multikultural terbukti efektif dalam membentuk pribadi anak yang terbuka, empatik, dan mampu hidup harmonis di tengah keberagaman. Kata kunci: (pengembangan, karakter, multikultural)
Eksplorasi Gerak Bantengan: Meningkatkan Keterampilan Motorik Kasar Anak Azizah, Nuril; Wijayanti, Rina; Anggraini, Henni
Golden Age: Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 2 (2025): Golden Age : Jurnal Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Tarbiyah dan Keguruan, Universitas Islam Bandung.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/golden_age.v9i2.7394

Abstract

This study aimed to examine the effect of traditional Bantengan dance movements on improving gross motor skills among Group A early childhood students. The research employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages conducted over two cycles. The subjects were 14 Group A students at TK DWP 1 Pandansari in the 2024/2025 academic year. The findings indicated that children’s gross motor skills improved from 15% in the first meeting of Cycle I to 58% in the second meeting. In Cycle II, the average achievement increased to 78% in the first meeting and 90% in the second meeting. These results demonstrate a gradual and significant improvement in gross motor skills across each cycle. Therefore, the exploration of Bantengan movements proved to be effective in enhancing gross motor skills among early childhood students in Group A.
Traditional Dance Learning to Enhance Self-Confidence in Early Childhood Indriani, Avianti; Anggraini, Henni; Kumala, Farida Nur
JURNAL RISET PENDIDIKAN DAN PENGAJARAN Vol. 4 No. 1 (2025): JANUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/jrpp.v4i1.979

Abstract

The background of this study departs from the importance of the development of socio-emotional aspects of early childhood, especially self-confidence, which is an important foundation in the formation of character and adaptability of children. This study aims to determine the learning of dance can increase the confidence of children aged 5-6 years in KB PKK AL Mubarok Karanganyar. The research method used is Class Action Research (PTK) with a qualitative mixed approach. The subjects of the study were 11 children of Group B2 aged 5-6 years. Data collection techniques included observation, interviews, and documentation, with indicators of self-confidence including the courage to try new things, the ability to interact, not giving up easily, and the courage to express themselves. The results showed that learning to dance can significantly increase children's self-confidence. This can be seen from the increase in observation scores in cycle I by 58.5% showed a level of confidence and up 9% from pre-cycle conditions and an increase in confidence of 22.5% from cycle I conditions in Cycle II. Learning the art of Dance provides space for children to express, improve motor coordination, and form a positive self-image. This study concludes that dance is effective as a learning medium in increasing early childhood self-confidence and has important implications for culture-based educational practices.
Project-Based Learning to Improve Problem Solving Skills in Early Childhood Mufadilah, Suliatul; Anggraini, Henni; Haryono, Sarah Emmanuel
JURNAL RISET PENDIDIKAN DAN PENGAJARAN Vol. 4 No. 1 (2025): JANUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/jrpp.v4i1.980

Abstract

Problem-solving skills are important for cognitive development in early childhood. At PAUD KB 'Aisyiyah 6 Wagir, many 5-6 year old children rely heavily on teacher guidance and lack initiative. This shows that current learning strategies do not promote independence or critical thinking. Hence, Project-Based Learning is suggested as a way to encourage problem-solving. This study aims to determine the improvement of problem-solving skills in early childhood through the implementation of project-based learning at PAUD KB 'Aisyiyah 6 Wagir. The research employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, conducted in two cycles. The subjects of the study were 12 children aged 5–6 years enrolled in Group B at PAUD KB 'Aisyiyah 6 Wagir during the second semester of the 2024/2025 academic year. The research instrument used was an observation sheet based on the indicators outlined in the Regulation of the Minister of Education and Culture No. 146 of 2014, namely: (1) identifying problems, (2) finding alternative solutions, and (3) solving problems independently. The results showed that the average problem-solving ability of the children increased significantly from 57.4% in the pre-cycle, to 71,3% in the first cycle, and reached 97.25% in the second cycle. The implementation of the PjBL model encouraged the children to be more active, independent, creative, and capable of collaborating in solving real problems in their environment. Thus, project-based learning has proven to be effective in gradually and comprehensively enhancing early childhood problem-solving skills.
Co-Authors Akbar, Moch. Ramli akbar, mochammad ramli Amitasari, Amitasari asmah, ayu Asmah, Ayu Azizah, Nuril Bria, Flora Kristiani Choirul Huda Farida Nur Kumala Gare, Theresia B. S Hananingtyas, Silvianti haryono, sarah emmanuel Hendri, Wiwik Ning Indriani, Avianti Ismania, Nurul Lada, Maria Sabarina Rato Lailatul Badriyah Legowo, M. E. Putri Ayu Lestari Lilis karlina, Lilis Lisnawati, Elsita M. Yogi Riyantama Isjoni Ma'rifah, Ma'rifah Mufadilah, Suliatul Prihatini, Irma Tasya Rina Wijayanti Safira, Audina Anggun SITI MUNTOMIMAH, SITI Sumilastutik, Sumilastutik Supriatin, Luluk Umatin, Choiro Uswatun Hasanah Wuryani, Tri