Article Per Year (5 Year)
p-Index From 2021 - 2026
3.266
P-Index
This Author published in this journals
All Journal Journal of Nonformal Education Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Cakrawala: Jurnal Pengabdian Masyarakat Global Educative: Jurnal Ilmiah Pendidikan Indonesian Journal of Early Childhood Educational Research
Desmawati Roza
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Adzkia
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 22 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 22 Documents
Search

 1   2   3 
Peran Lingkungan dalam Menstimulasi Aspek Kognitif, Sosial, Emosional, Bahasa, Nilai Agama Moral dan Motorik Anak Usia Dini Yelva Nofriyanti; Evi Desmariani; Mardiah Wulandari; Warlan Sukandar; Zulfahman Siregar; Wahyuni Mulia Helmi; Desmawati Roza
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.29340

Abstract

Anak usia dini merupakan fase perkembangan pesat yang dikenal sebagai periode emas (golden age). Pada masa ini, stimulasi lingkungan menjadi faktor penentu keberhasilan perkembangan anak secara holistik, meliputi aspek kognitif, sosial-emosional, bahasa, nilai agama-moral, dan motorik. Artikel ini bertujuan untuk mengkaji peran lingkungan keluarga, sekolah, dan masyarakat dalam menstimulasi perkembangan anak usia dini. Metode yang digunakan adalah kajian literatur terhadap penelitian relevan terbitan 2015–2024. Hasil telaah menunjukkan bahwa lingkungan keluarga berkontribusi melalui pola asuh dan interaksi komunikatif; sekolah melalui pembelajaran berbasis bermain dan dukungan guru; serta masyarakat melalui ruang bermain, interaksi sosial, dan nilai budaya. Sinergi ketiga lingkungan ini terbukti menjadi kunci dalam optimalisasi perkembangan anak secara menyeluruh. Artikel ini merekomendasikan penguatan kolaborasi orang tua, pendidik, dan masyarakat dalam membangun ekosistem ramah anak yang mendukung perkembangan holistik.
AI-Powered Storybooks: An Interactive Medium for Early Childhood English Literacy Desmawati Roza; Qaisar Sharif
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.1813

Abstract

The integration of artificial intelligence (AI) into educational materials has opened new possibilities for early childhood language learning. This study aimed to develop and evaluate an AI-based interactive storybook as a medium for introducing English vocabulary to early childhood learners at TK Yayasan Wanita Kereta Api (YWKA). Employing a Research and Development (R&D) approach with the ADDIE model on a limited scale, the study involved 20 children from one classroom. Data were collected through structured observation using a four-point developmental rubric assessing vocabulary recognition, word-picture association, pronunciation, listening engagement, and comprehension. Results indicated that the majority of children achieved the Developing as Expected (BSH) and Developing Very Well (BSB) categories across all indicators. The AI-based storybook proved effective in enhancing children's English vocabulary acquisition and sustaining learning engagement throughout the instructional process. These findings conclude that AI-based storybooks represent a viable and innovative instructional medium for early childhood education. The implications suggest that such technology-enhanced materials should be more widely integrated into early childhood curricula, particularly to introduce English language learning at an early age, thereby supporting the development of foundational language competencies in young learners.
Co-Authors Aulia Fikrina Cahyani Kusuma, Tesya Delfia, Eva Desmariani, Evi Esa Zulhija, Zikry Evi Desmariani Farida Mayar Fikriando, Eko Fitri Gusrianti, Silfa Hariani Manurung, Kiki Hartati`, Sri Mar'atus Sholihah Mardiah Wulandari Meriyanti Meriyanti Meriyanti Mulia Helmi, Wahyuni Nofriyanti, Yelva Qaisar Sharif Sabrina Sabrina Salamah, Ummi Sharina, Najwa Siregar, Zulfahman Sri Hartati Sukandar, Warlan Syahrani, Hanifah Syahrul Ismet Tria Marini Ummi Salamah Wahyuni Mulia Helmi Wulandari, Mardiah Yaswinda Yaswinda Yelva Nofriyanti Zulfahman Siregar Zulminiati Zulminiati