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All Journal Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan Indonesia (JPPI)
Ifa Aristia Sandra Ekayati
Universitas PGRI Ronggolawe Tuban
Education Languange, Linguistic, Communication & Media Other

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Efektivitas Kegiatan Berbasis Lesson Study Terhadap Keterampilan Menyimak Pada Anak Usia 5-6 Tahun Eriva Setyowati; Ifa Aristia Sandra Ekayati
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 2 No. 4 (2025): Juli
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v2i4.4840

Abstract

Keterampilan menyimak merupakan fondasi penting dalam perkembangan bahasa anak usia dini, terutama pada usia 5-6 tahun. Penelitian ini bertujuan untuk mengevaluasi efektivitas kegiatan berbasis Lesson study dengan tema "Market Day" terhadap peningkatan keterampilan menyimak anak. Metode penelitian yang digunakan adalah kualitatif dengan model interaksi Miles dan Huberman, melibatkan 23 anak kelompok B1 di TK Bina Anak Sholeh Tuban. Data diperoleh melalui observasi, wawancara, rekaman suara, dan dokumentasi, yang dianalisis menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam keterampilan menyimak anak melalui tiga siklus pembelajaran. Pada siklus pertama, persentase anak yang mampu menyimak dengan baik mencapai 56%, meningkat menjadi 69% pada siklus kedua, dan 78% pada siklus ketiga. Tema yang relevan dengan kehidupan sehari-hari anak membantu menciptakan pengalaman belajar yang kontekstual, sementara pembagian peran seperti kasir, pramuniaga, dokter, dan anggota keluarga mendorong keterlibatan aktif dalam kegiatan. Penelitian ini menunjukkan bahwa Lesson study sebagai pendekatan kolaboratif mampu meningkatkan keterampilan menyimak anak usia dini secara signifikan
Meningkatkan Keterlibatan Peserta Didik melalui Pembelajaran Kontekstual Berbasis Sentra: Penelitian Tindakan Kelas di TK Bina Anak Sholeh Tuban Noverina Jayanti; Ifa Aristia Sandra Ekayati
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 2 No. 4 (2025): Juli
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v2i4.4987

Abstract

Pendidikan Anak Usia Dini (PAUD) berperan penting dalam mendukung perkembangan anak secara holistik, mencakup aspek kognitif, sosial, emosional, dan motorik. Pada masa ini, anak sangat peka terhadap rangsangan dan cepat menyerap informasi, sehingga pembelajaran harus dirancang sesuai dengan tahap perkembangan mereka. Penelitian ini bertujuan mengeksplorasi penerapan pembelajaran kontekstual berbasis sentra di TK Bina Anak Sholeh Tuban, khususnya untuk meningkatkan keterlibatan peserta didik yang menghadapi hambatan dalam berpartisipasi aktif. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) dalam dua siklus. Pembelajaran melalui sentra seperti Alphabet Spot dan Motoric Spot terbukti mampu mengaitkan materi dengan pengalaman nyata anak, menciptakan suasana belajar yang menyenangkan dan bermakna. Hasil penelitian menunjukkan bahwa pendekatan personal, seperti pendampingan langsung dan motivasi verbal, efektif dalam meningkatkan kepercayaan diri dan partisipasi anak. Selain itu, aktivitas berbasis permainan juga mendukung perkembangan motorik dan sosial-emosional mereka. Temuan ini menegaskan pentingnya pembelajaran yang inklusif, adaptif, dan responsif terhadap kebutuhan individual anak di jenjang PAUD.
Preconception Profile of Children Aged 5-6 Years in Understanding the Concept of Pattern Recognition Wizaroh Putri; Ifa Aristia Sandra Ekayati
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i2.16493

Abstract

The ability to recognize patterns is a crucial aspect of early childhood cognitive development, as it plays a role in building logical thinking skills, problem-solving abilities, and mathematics learning readiness for the subsequent stages. However, children's initial capability to understand the concept of pattern recognition still exhibits variations, thereby requiring the identification of children's preconceptions before providing a more targeted learning stimulation. This study aims to describe the preconception profile of children aged 5–6 years in understanding the concept of pattern recognition. This study utilizes a quantitative approach with a descriptive quantitative research design. The research subjects consisted of 18 children aged 5–6 years at TK Retno Asih, who were selected using a total sampling technique so that all children in group B were included as research samples. Data collection was conducted through a checklist observation sheet that had been validated by two expert lecturers. The results showed that the preconception profile of children aged 5–6 years regarding the concept of pattern recognition is still at the early developmental stage. The indicator for the ability to verbally state pattern sequences showed the highest achievement, while the ability to create patterns independently obtained the lowest achievement. These findings indicate that children's initial ability to understand the concept of pattern recognition still requires learning stimulation that is concrete, structured, and aligned with the cognitive developmental characteristics of early childhood.
Analysis of the Early Reading Learning Outcomes of Children Aged 5–6 Years Through a Computational Thinking-Based Problem-Based Learning Model Isrofinatun Nahari Magfiroh; Ifa Aristia Sandra Ekayati
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i2.16495

Abstract

Early reading skills are one of the essential aspects of early childhood language development that need to be developed as a foundation for entering the next level of education. This study aimed to analyze the early reading learning outcomes of children aged 5–6 years through a Computational Thinking-based Problem-Based Learning (PBL) model. The study employed a quantitative approach using a one-group pretest-posttest design. The research subjects consisted of 15 children in Group B at TK PGRI Tunas Harapan Keduyung, selected using a purposive sampling technique. Data were collected through observation using an instrument covering early reading indicators and were analyzed using descriptive statistics by calculating the mean scores, percentages, and developmental categories of children's learning outcomes. The results showed that the average early reading learning outcome at the pretest stage was 7 (43.75%), which was categorized as Beginning to Develop (BD). After the implementation of the Computational Thinking-based Problem-Based Learning model, the average learning outcome increased to 12 (75%), which fell into the category of Developing as Expected (DE). The findings indicate that children's early reading learning outcomes through the Computational Thinking-based Problem-Based Learning model reached the Developing as Expected (DE) category. Therefore, the Computational Thinking-based Problem-Based Learning model can be used as an alternative instructional approach to support the achievement of early reading learning outcomes in early childhood.
Co-Authors Eriva Setyowati Isrofinatun Nahari Magfiroh Noverina Jayanti Wizaroh Putri