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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Early Childhood Education Development and Studies (ECEDS)
Yohana Yuniati
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Kompetensi Guru TK di Kabupaten Sikka Ditinjau Dari Kualifikasi Akademik dan Masa Kerja Yohana Yuniati; Yohana Yuniati
Edusentris Vol 7, No 3 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v7i3.309

Abstract

Dalam menjadi seorang guru yang profesional, guru wajib memiliki empat kompetensi yaitu pedagogik, kepribadian, professional dan sosial. Untuk menilai seorang guru memiliki kompetensi atau tidak, pemerintah telah menerapkan Uji Kompetensi Guru (UKG) secara offline maupun online. Beberapa faktor diyakini turut menjadi faktor penentu dalam kompetensi guru, diantaranya adalah kualifikasi akademik dan masa kerja. Penelitian ini dilakukan untuk menelaah secara sistematis kompetensi guru yang ditinjau dari kualifikasi akademik dan masa kerja. Penelitian ini dilakukan di kabupaten Sikka, Nusa tenggara Timur. Metode yang digunakan dalam penelitian ini adalah metode ExPost Facto. Penentuan sampel dalam penelitian ini menggunakan teknik Cluster random Sampling dengan jumlah keseluruhan guru adalah 383 orang. Pengambilan data menggunakan angket yang disebar pada 96 orang guru TK. Data yang diperoleh, dianalisis menggunakan uji nonparametric yaitu kruskall walis untuk mencari perbedaan kompetensi guru berdasarkan kualifikasi akademik dan korelasi spearman rank untuk mencari hubungan kompetensi guru dengan masa kerja. Hasil dari penelitian ini menunjukkan bahwa (1) Terdapat perbedaan kompetensi guru berdasarkan kualifikasi akademik dan (2) tidak ada hubungan antara kompetensi dengan masa kerja.
Kompetensi Guru TK di Kabupaten Sikka Ditinjau Dari Kualifikasi Akademik dan Masa Kerja Yohana Yuniati; Yohana Yuniati
Edusentris Vol 7, No 3 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v7i3.309

Abstract

Dalam menjadi seorang guru yang profesional, guru wajib memiliki empat kompetensi yaitu pedagogik, kepribadian, professional dan sosial. Untuk menilai seorang guru memiliki kompetensi atau tidak, pemerintah telah menerapkan Uji Kompetensi Guru (UKG) secara offline maupun online. Beberapa faktor diyakini turut menjadi faktor penentu dalam kompetensi guru, diantaranya adalah kualifikasi akademik dan masa kerja. Penelitian ini dilakukan untuk menelaah secara sistematis kompetensi guru yang ditinjau dari kualifikasi akademik dan masa kerja. Penelitian ini dilakukan di kabupaten Sikka, Nusa tenggara Timur. Metode yang digunakan dalam penelitian ini adalah metode ExPost Facto. Penentuan sampel dalam penelitian ini menggunakan teknik Cluster random Sampling dengan jumlah keseluruhan guru adalah 383 orang. Pengambilan data menggunakan angket yang disebar pada 96 orang guru TK. Data yang diperoleh, dianalisis menggunakan uji nonparametric yaitu kruskall walis untuk mencari perbedaan kompetensi guru berdasarkan kualifikasi akademik dan korelasi spearman rank untuk mencari hubungan kompetensi guru dengan masa kerja. Hasil dari penelitian ini menunjukkan bahwa (1) Terdapat perbedaan kompetensi guru berdasarkan kualifikasi akademik dan (2) tidak ada hubungan antara kompetensi dengan masa kerja.
Peran Strategis Kurikulum PAUD dalam Kesiapan Sekolah Anak Kamelia Olga Litna; Yohana Yuniati; Gokma N. Tampubolon
PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini Vol. 8 No. 1 (2025): Juni
Publisher : Fakultas Pendidikan, Universitas Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/primearly.v8i1.3976

Abstract

This study aims to examine the role of the early childhood education curriculum in supporting children's school readiness. The method used in this research is a literature review. The author collected various documents and research articles related to early childhood education curriculum and school readiness. School readiness is a key foundation for children's success in formal education. The Early Childhood Education curriculum plays an important role in supporting children's school readiness. The main approach in early childhood education curriculum is play-based and child-centered learning. A well-designed early childhood education curriculum not only focuses on academic aspects but also develops social, emotional, physical, and cognitive skills holistically. A play-based and child-centered curriculum significantly contributes to children's readiness for primary school.
Program Pemberian Makanan Tambahan Bagi Anak Usia 5-6 Tahun di PAUD Pelangi Ararat Yohana Yuniati; Merliana Hungu Rihi; Credo Gregoriana Betty; Angelikus Nama Koten; vanida mundiarti
Early Childhood Education Development and Studies (ECEDS) Vol 5 No 2 (2024): November
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/eceds.v5i2.19193

Abstract

Pemberian Makanan Tambahan merupakan kegiatan pemberian makanan dalam bentuk makanan sehat dan bergizi sebagai bentuk meningkatkan kesehatan dan gizi Manusia. Program Pemberian Makanan Tambahan menjadi salah satu program yang sedang diterapkan oleh sekolah-sekolah baik dari tingkat Pendidikan Anak Usia Dini sampai jenjang Sekolah Dasar dengan tujuan meningkatkan kesehatan dan gizi dalam upaya pencegahan stunting di lingkungan sekolah. Penelitian ini bertujuan untuk mengetahui gambaran program pemberian makanan tambahan di Pendidikan Anak Usia Dini untuk mencegah stunting serta meningkatkan kesehatan dan gizi dalam mengenalkan anak makanan bergizi. Penelitian ini dilakukan dengan pendekatan deskriptif. Jenis Penelitian yang digunakan adalah penelitian kualitatif, Teknik pengumpulan data yaitu wawancara dan observasi. Hasil penelitian bahwa program Pemberian Makanan Tambahan dilaksanakan dengan alur kegiatan yang sering dilaksanakan di sekolah yaitu: pelaksanaan Pemberian Makanan Tambahan dilaksanakan seusai pembelajaran di kelas. Kegiatan Pemberian Makanan Tambahan dilaksanakan 1 bulan sekali dan pemberian makanan yang diberikan dalam bentuk makanan tradisional dan makanan sehat seperti susu, bubur kacang hijau dan buah, sayuran. Setelah dilaksanakan dilakukan evaluasi terkait Pemberian Makanan Tambahan yang sudah dijalankan baik berupa sarana prasarana, respon peserta didik dan tidak lupa tanggapan orang tua yang cukup beragam serta puas dengan adanya program Pemberian Makanan Tambahan di sekolah.
PENERAPAN METODE BERNYANYI DALAM PEMBELAJARAN ANAK USIA 5–6 TAHUN DI TK SANTO YOSEPH NAIKOTEN II KUPANG Celian Dede, Stefania; Theodorina Novyani Seran; Yohana Yuniati; Credo G. Betty
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.52510

Abstract

This study aims to determine how the singing method is implemented in learning activities for children aged 5-6 years at TK Santo Yoseph Naikoten II Kupang. The singing method is one of the learning methods that uses songs as a medium for delivering learning materials, making the learning process more interesting and enjoyable for early childhood learners. This research used a qualitative descriptive approach. Data collection techniques included observation, interviews, and documentation. The research informants consisted of the group B classroom teacher as the main data source and children aged 5-6 years as supporting data sources. The results showed that the implementation of the singing method in learning activities was carried out in a planned and systematic manner through opening, core, and closing activities. Teachers adjusted the songs to the learning themes and children's characteristics and used audio-visual media such as laptops, speakers, and song videos to support singing activities. In addition, teachers guided the singing activities using movements, clapping, and facial expressions so that children became more focused, active, enthusiastic, and confident during the learning process. Thus, the singing method was able to create a fun learning atmosphere that suited the characteristics of early childhood learners. Keywords: singing method, early childhood learning, children aged 5-6 years, early childhood education
DAMPAK LINGKUNGAN TERHADAP GAYA BICARA ANAK USIA 5-6 TAHUN DI TK NEGERI MELANGNUKU PETLENG Yetimauh, Jublino Demokratini; Andreas Ande; Yohana Yuniati; Gokma N. Tampubolon
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56347

Abstract

This study identifies the environmental conditions in Petleng Village that shape the language development of 5–6 years old children at Melangnuku Petleng State Nursery School, in terms of the children’s speech patterns in everyday interactions, and analyses the relationship between the environment and these children’s communication skills. The research method employed was a descriptive qualitative approach, aimed at providing an in-depth description of the phenomena based on data collected in the field. The findings of this study indicate that the family, school and community environments all influence the development of speech styles in young children, albeit in different ways. The family plays a role in laying the foundations for children’s language skills and communicative behaviour. School helps to develop and guide these abilities through a structured learning process. Meanwhile, the community environment and social interactions influence how children express their emotions. Therefore, the development of children’s speech patterns is shaped through the combined influence of these three environments.
ANALISIS PENGGUNAAN MEDIA LOOSEPART DALAM UPAYA MENGEMBANGKAN KEMAMPUAN BERPIKIR KRITIS PADA ANAK USIA 5-6 TAHUN DI TK KRISTEN GMIT KOINONIA KUPANG Wujo, Febronia; Kristin Margiani; Angelikus Nama Koten; Yohana Yuniati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59410

Abstract

This study was conducted to analyze the use of looseparts media in developing the critical thinking skills of children aged 5–6 years at GMIT Koinonia Christian Kindergarten, Kupang. The study was motivated by the fact that classroom learning remained predominantly teacher-centered, limiting children's opportunities to explore, express ideas, solve problems, and develop critical thinking independently. The objective of this research was to describe the implementation of loosepart media, identify the supporting and inhibiting factors, and examine the teacher’s role in facilitating learning activities that foster critical thinking. This study employed a qualitative descriptive approach. The research subjects consisted of the principal, classroom teachers, and children. Data were collected through observations, semi-structured interviews, and documentation. Data validity was ensured through source and technique triangulation, while data were analyzed using the Miles and Huberman model, including data collection, data reduction, data display, and conclusion drawing. The findings revealed that the use of loosepart media provided children with opportunities to explore, classify objects, arrange patterns, compare, solve simple problems, and make decisions, thereby stimulating their critical thinking skills. The successful implementation was supported by teacher creativity, the availability of learning materials, and children's enthusiasm. However, challenges remained, including limited variation of loosepart materials and teachers' tendency to provide excessive guidance during learning activities. Therefore, loosepart media can serve as an effective child-centered learning alternative to promote critical thinking skills in early childhood.
PENGARUH MEDIA GAMBAR TERHADAP MINAT BELAJAR ANAK USIA DINI DI PAUD IMANUEL OEMORO Paulina Taneo, Heppi; Yohana Yuniati; Ambara S Mardani; Credo G Betty
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63689

Abstract

Learning interest in early childhood is one of the key factors determining the success of the learning process in early childhood education (PAUD). Low learning interest is often caused by the use of boring and unattractive learning media, as found at PAUD Imanuel Oemoro, where children tended to be less enthusiastic, easily bored, and lacked focus during learning. This study aims to determine the effect of picture media on the learning interest of early childhood children at PAUD Imanuel Oemoro. This study used a quantitative approach with a pre-experimental one-group pretest-posttest design. The research sample consisted of 15 children aged 4-6 years selected through purposive sampling. Data were collected using an observation checklist and analyzed using the Wilcoxon test since the data were not normally distributed. The results showed a significance value of 0.001 (< 0.05), meaning Ha was accepted, indicating a significant effect of using picture media on children's learning interest. Children's learning interest scores increased from a range of 17-25 before treatment to 27-35 after treatment. Children became more enthusiastic, actively asked questions, engaged in discussion, and stayed focused during learning activities after picture media was implemented. This study concludes that picture media is effective as a learning medium to increase early childhood learning interesKeywords : picture media; learning interest; early childhood
Co-Authors Ambara S Mardani Angelikus Nama Koten Angelikus Nama Koten Celian Dede, Stefania Credo G Betty Credo G. Betty Credo Gregoriana Betty Gokma N. Tampubolon Kamelia Olga Litna Kristin Margiani Merliana Hungu Rihi Paulina Taneo, Heppi Theodorina Novyani Seran Vanida Mundiarti Wujo, Febronia Yetimauh, Jublino Demokratini