Garuda - Garba Rujukan Digital

Yunaini Yunaini

Universitas Pansca Sakti Bekasi, Indonesia

Author-ID : 5653873

Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Peningkatan Kemampuan Gerak Dasar Melalui Permainan Tradisional Engklek, Lompat Tali Dan Gobak Sodor Untuk Anak Usia 5-6 Tahun Di Ra. Raudhatul Ummah Kota Bekasi Usup Usup; Lilis Amperawati; Umi Harti; Umilia Umilia; Yunaini Yunaini; Durrotul Muniroh Ahdania
Jurnal Pendidikan Indonesia Vol. 3 No. 12 (2022): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Education serves to improve the quality and quality of society so that they can live better. The educational process itself begins from the moment humans are born. The education provided must include all aspects of the development field such as cognitive, language, social, emotional, physical, motor and artistic so that children's abilities can develop optimally and thoroughly. Basic motion or fundamental motion is divided into three categories, namely locomotor, non-locomotor and manipulative motion. The basic movements that it develops occur in parallel with the growth of the body and the degree of maturity in children. Motion activity plays an important role for psychomotor development, cognitive abilities and affection abilities. In a play situation, children will show their talents, fantasies, and tendencies. When playing, children will internalize various emotional conditions that may arise such as a sense of pleasure, joy, tension, satisfaction, and perhaps a sense of disappointment. The game is a tool education because it gives a sense of satisfaction of joy and happiness

Pengaruh Penerapan Oral Motor Untuk Anak Speech Delay Usia 2-4 Tahun Erna Budiarti; Emma Rahmani; Erlin Yusnita; Cucum Sumiati; Yunaini Yunaini
Jurnal Pendidikan Indonesia Vol. 3 No. 10 (2022): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Speech is one aspect of child development that starts from birth. By talking, children can communicate to those around them about themselves, about their condition and about what they want to convey. A child is said to be late in speaking if at the age the ability to process vocals and communicate is not in accordance with the age of the development period or is below the average age of the child. The impact that will be very visible and clearly felt is when communicating with the environment and experiencing difficulties in adaptation and socialization. Oro motor is the movement of the mouth (oral). In newborns this ability is carried out reflexively, then through the learning process an automatic and skilled oromotor will be achieved. Oral motor training is the coordination and movement of hard tissue, soft tissue, vascular system, and control of the nerves in the face and mouth areas that form the function of oral motor. Coordination of these structures is essential for speech, chewing and swallowing with a wide variety of food textures. In general, this paper is to review the results of research that identifies oral motor stimulation increasing the function of orofacial muscles in speech delay children. Method; qualitative descriptive with SSR (Single Subject Research) technique. Literature Review: The oral motor stimulation program includes activities to improve tongue literacy, lip control and chewing power. Oral motor stimulation includes active exercises and passive exercises. Results: The oral motor stimulation program can improve the function of orofacial muscles in children such as pronouncing letters, swallowing food and breathing properly. Language and speech disorders are a type of communication disorder which is indicated by a disturbance in the symbolic process. Language and speech disorders can be caused by disorders of the nervous system or abnormalities in organs related to language and speech processes. Oral motor stimulation can improve the functional ability of the muscles in the mouth area. Good oral motor skills will support the child's speech process.

Melatih Konsentrasi Melalui Permainan Sensorimotor Pada Anak Kelompok B (Study Kasus TK Negeri 01 Pulogadung Jakarta Timur) Septiyani Endang Yunitasari; Sri Juani Purwaningsih; Sri Endah Wahyuningsih; Sitti Zaifan; Yunaini Yunaini
Jurnal Pendidikan Indonesia Vol. 4 No. 01 (2023): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Penelitian ini dilatar belakangi oleh adanya siswa yang memiliki kesulitan untuk berkonsentrasi di TK Negeri Pulo Gadung 01 Jakarta Timur. Berdasarkan masalah yang ada maka penelitian berfokus pada siswa yang kesulitan berkonsentrasi ketika belajar. Tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan permainan sensorimotor yang digunakan untuk melatih konsentrasi dan mengetahui faktor pendukung dan penghambat penerapan permainan sensorimotor. Penelitian ini menggunakan metode penelitian kualitatif. Hasil penelitian menunjukkan bahwa guru dalam menerapkan permainan sensorimotor auditoris dengan menggunakan buku cerita pop up pada awal pembelajaran dan di akhir pembelajaran, hal tersebut dilakukan karena agar anak itu menjadi tertarik dengan kelanjutan ceritanya sehingga anak akan giat dalam belajar dan menyelesaikan tugasnya, pada permainan sensorimotor proprioseptif dengan menggunakan permainan lego dan puzzle yang biasanya dilakukan pada saat sudut pengaman, ketika anak sudah menyelesaikan semua tugasnya. Hasil penerapan permainan sensorimotor ini dapat meningkatkan konsentrasi anak ditandai anak sudah mulai fokus dalam pembelajaran, ketika bermain anak belajar dan selalu berkreasi dalam menggunakan media permainan, dan menjadi tertarik sehingga anak lebih giat dalam belajar serta mampu mengerjakan tugasnya dengan baik This study is motivated by the existence of students who have difficulty concentrating at Pulo Gadung 01 State Kindergarten, East Jakarta. Based on the existing problems, the research focuses on students who have difficulty concentrating when learning. The purpose of this study is to describe the application of sensorimotor games used to train concentration and find out the supporting and inhibiting factors for the application of sensorimotor games. This research uses qualitative. The results showed that the teacher in applying auditory sensorimotor games by using pop up storybooks at the beginning of learning and at the end of learning, this is done because so that the child becomes interested in the continuation of the story so that the child will be active in learning and completing his assignments, in proprioceptive sensorimotor games by using lego and puzzle games which are usually done during the safety corner, when the child has completed all his tasks. The results of the application of sensorimotor games can improve children's concentration, marked that children have begun to focus on learning, when playing children learn and are always creative in using game media, and become interested so that children are more active in learning and able to do their tasks well.

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