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All Journal Arus Jurnal Psikologi dan Pendidikan JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI
Ode Yahyu Herliany Yusuf
Universitas Sulawesi Tenggara
Education Mathematics Social Sciences Other

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Engaging Classrooms: Authentic, Inclusive Engagement Sasmin; Ode Yahyu Herliany Yusuf
Arus Jurnal Psikologi dan Pendidikan Vol 2 No 2: Juni (2023)
Publisher : Arden Jaya Publisher

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Abstract

Pembelajaran otentik merupakan pendekatan instruksional yang memungkinkan peserta didik untuk mengeksplorasi, mendiskusikan, dan membangun konsep dan hubungan yang bermakna dalam konteks yang melibatkan masalah dunia nyata dan proyek yang relevan dengan kehidupan peserta didik. Metode penelitian menggunakan studi literature dalam mendeskripsikan fenomena yang ada. Hal ini tidak terlepas dari kelas yang bersifat inklusi, dimana semua siswa merasa didukung secara intelektual dan akademis, serta memperluas rasa memiliki di kelas terlepas dari identitas, preferensi belajar, atau Pendidikan tanpa memandang perbedaan antar sesama peserta didik. Desain ruang kelas otentik memikirkan segala kebutuhan peserta didik, oleh karnanya perlu mempertimbangkan tujuan pembelajaran, keberhasilan pembelajar rasa memiliki untuk belajar, kecepatan fleksibel, mempertimbangkan suara peserta didik, memberikan pilihan peserta didik, peserta didik berfungsi sebagai sumber belajar, ruang untuk belajar fleksibilitas, fokus komitmen, kolaborasi, didukung teknologi, didukung teknologi, menumbuhkan kemandirian belajar. Dan untuk kelas inklusif, peran besar guru menjadi unsur utama. Dimana pada proses belajar mengajar, guru meminta umpan balik, menangani momen kelas yang menantang secara langsung, sampaikan tingkat kepercayaan yang sama pada kemampuan semua siswa, membangun hubungan pendidik dan peserta didik, membangun hubungan sesama peserta didik, hindari membuat asumsi tentang kemampuan peserta didik berdasarkan stereotip.
Identifikasi Problem Fisik Motorik pada Anak-Anak PAUD di Kota Baubau Sasmin; Ode Yahyu Herliany Yusuf
Arus Jurnal Psikologi dan Pendidikan Vol 2 No 2: Juni (2023)
Publisher : Arden Jaya Publisher

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Abstract

Pada masa usia dini anak mengalami masa keemasan (the golden years) yang merupakan masa dimana anak mulai peka/sensitif untuk menerima berbagai rangsangan. Masa peka pada masing-masing anak berbeda, seiring dengan laju pertumbuhan dan perkembangan anak secara individual.Masa peka adalah masa terjadinya kematangan fungsi fisik dan psikis yang siap merespon stimulasi yang diberikan oleh lingkungan.Masa ini juga merupakan masa peletak dasar untuk mengembangkan kemampuan kognitif, motorik, bahasa, sosio emosional, agama dan moral. Perkembangan fisik atau jasmani anak sangat berbeda satu sama lain, sekalipun anak-anak tersebut usianya relatif sama, bahkan dalam kondisi ekonomi yang relatif sama pula. Sedangkan pertumbuhan anak-anak berbeda ras juga menunjukkan perbedaan yang menyolok. Hal ini antara lain disebabkan perbedaan gizi, lingkungan, perlakuan orang tua terhadap anak, kebiasaan hidup dan lainnya. Anak usia dini menurut Sistem Pendidikan Nasional Pasal 1 ayat 14 adalahanak yang berada pada usia lahir hingga usia enam tahun. Pada masa anak usiadini mengalami pertumbuhan dan perkembangan yang sangat pesat sehinggamembutuhkan stimulasi yang sesuai dengan kebutuhan anak. Stimulasi tersebutsalah satunya dapat diperoleh dari pendidikan anak usia dini. Pendidikan anakusia dini merupakan upaya pembinaan melalui pemberian rangsangan pendidikanuntuk membantu pertumbuhan dan perkembangan jasmani dan rohani agar anakmemiliki kesiapan dalam memasuki pendidikan lebih lanjut.
Optimalisasi Kemampuan Kognitif Anak Usia Dini Dalam Mengenal Lambang Bilangan Melalui Media Permainan Kartu Angka Di Tk Negeri Pembina Poli-Polia Asniati Asniati; Sri Jumiaty Permatasari; Ode Yahyu Herliany Yusuf; Wa Ode Heni Fitriani
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 2 (2025): Edisi Juli - September 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i2.955

Abstract

This study aims to improve young children's cognitive abilities in recognizing number symbols through number-card games at TK Negeri Pembina Poli-Polia. The study employed a classroom action research (CAR) design conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 15 children in Group A. Data were collected through observation and task-based assessment and analyzed using descriptive quantitative and qualitative methods. The results showed that the percentage of children achieving the Developing as Expected (BSH) and Developing Very Well (BSB) categories increased from 33.33% in the pre-cycle to 60% in Cycle I and 80% in Cycle II. Children's activity also increased from 50% in the first meeting of Cycle I to 83.33% in Cycle II. These findings indicate that number-card games can support improvements in young children's cognitive abilities in recognizing number symbols. Therefore, number-card games can serve as a concrete, engaging, and developmentally appropriate alternative learning medium for early childhood education.
Pola Perkembangan Kecerdasan Emosional Dalam Pergaulan Teman Sebaya Pada Anak Di Ra Dinul Islam Harmia Harmia; Ode Yahyu Herliany Yusuf; Wa Ode Heni Fitriani; Rosnawati Rosnawati
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 3 (2025): Edisi Oktober - Desember 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i3.956

Abstract

This study aims to describe the patterns of emotional intelligence development in peer interactions among children at RA Dinul Islam, Abeli District, Kendari City. The study employed a descriptive qualitative approach. The research informants consisted of the head of the kindergarten and two teachers, while children in Group B were the subjects of observation. Data were collected through observation, interviews, and documentation, then analyzed through data collection, data reduction, data display, and conclusion drawing. Data trustworthiness was established through source, technique, and time triangulation. The findings indicate that children's emotional intelligence development was reflected in empathy, caring, sharing, tolerance, cooperation, and the ability to express feelings. However, these abilities had not developed uniformly among the children. Some children still required guidance in understanding their peers' feelings, asking permission, waiting for their turns, following rules, and regulating emotional responses. This development occurred within the context of peer interactions and the support provided by teachers and families. The study highlights the importance of fostering prosocial behavior, providing positive role models, implementing cooperative play, and offering continuous emotional guidance to support young children's emotional intelligence development.
Optimalisasi Kemampuan Motorik Kasar Anak Melalui Permainan Egrang Berbahan Tempurung Kelapa Ika Rahayu Ningsih; Wa Ode Heni Fitriani; Itsnain Alfajri Husain; Ode Yahyu Herliany Yusuf
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 1 No. 3 (2025): Edisi Oktober - Desember 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v1i3.960

Abstract

This study aimed to improve children's gross motor skills through a coconut-shell stilts game. The research employed a classroom action research design based on the Kemmis and McTaggart model, comprising planning, action, observation, and reflection. The study was conducted over two cycles, with two meetings in each cycle, involving 16 kindergarten children in Group B. Data were collected through observations of teacher activities, children's learning activities, and assessments of gross motor development. The data were analyzed using descriptive quantitative analysis. The findings revealed that the percentage of children achieving the Developing as Expected and Developing Very Well categories increased from 37.5% at baseline to 62.5% in Cycle I and 87.5% in Cycle II. Teacher activity increased from 72.73% to 90.91%, while children's learning activity increased from 70% to 90%. The results in Cycle II met the predetermined success criteria. These findings indicate that the coconut-shell stilts game can serve as an alternative learning activity to stimulate gross motor development in early childhood, particularly balance, movement coordination, and body control. However, two children remained in the Beginning to Develop category and required further stimulation tailored to their developmental needs. The implementation of this game should include appropriate teacher supervision, safe equipment, and a suitable play environment to ensure children's safety throughout the learning activities.
Co-Authors Asniati Asniati Harmia Harmia Ika Rahayu Ningsih Itsnain Alfajri Husain Rosnawati Rosnawati Sasmin Sri Jumiaty Permatasari Wa Ode Heni Fitriani