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All Journal Jurnal Studi Guru dan Pembelajaran Incrementapedia: Jurnal Pendidikan Anak Usia Dini
ARI WULANDARI
Universitas Panca Sakti Bekasi
Education Other

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Pengaruh Metode Pembelajaran Bercerita dan Berbasis Proyek Terhadap Kemampuan Berbahasa Anak Usia Dini Usia 5-6 Tahun: THE INFLUENCE OF PROJECT-BASED AND STORY LEARNING METHODS ON THE LANGUAGE ABILITY OF CHILDREN AGED 5-6 YEARS ARI WULANDARI; RIVO PANII YUDHA
incrementapedia Vol 5 No 1 (2023): Incrementapedia: Jurnal Pendidikan Anak Usia Dini
Publisher : Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/incrementapedia.vol5.no1.a7305

Abstract

The poor ability to speak and tell stories can be seen from the difficulty in answering simple questions from the teacher. The weak ability of students to express their thoughts usually causes them to be quiet at school and unable to answer the teacher's questions. From childhood, he was also expected to understand other languages. Understanding conversation is a basic ability of students to adapt to the social environment. Because children aged 5-6 years usually have started communicating verbally with their environment and most children in kindergarten already have more than 8000 words. Therefore we need a learning model that can improve children's language skills. Until now, narrative models are considered suitable for improving children's language skills. However, the project-based learning model is a learning model that can also improve language skills in a more interesting way. These two models are compared to determine which model is more effective in improving early childhood language skills based on gender. The research was conducted at TK Bina Pendidikan Pekanbaru on children aged 5-6 years and the research method used was quantitative with two way ANOVA. The results showed that gender had no effect on language skills in early childhood. The role of teachers and parents is very important in children's language development. In improving children's language skills. To achieve good language skills, teachers must be creative and adapt the methods used to the character and needs of each child.
Pengaruh E-Modul Deteksi Dini dan Layanan Intervensi ADHD Terhadap Kemampuan Guru Taman Kanan-Kanak Ari Wulandari; Septiyani Endang Yunitasari
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4167

Abstract

Permasalahan yang sering dijumpai dalam dunia pendidikan yaitu adanya salah satu jenis gangguan perkembangan emosional atau perilaku yang paling sering didiagnosis pada anak-anak yaitu ADHD. Berdasarkan data dari Dinas Pendidikan Kota Pekanbaru pada tahun 2024, ada 24 anak berkebutuhan khusus di taman kanak-kanak di Kecamatan Tenayan Raya, Kota Pekanbaru. Penelitian yang dilakukan pada 54 guru di taman kanak-kanak di Kecamatan Tenayan Raya, masalah yang dihadapi guru saat mengajar anak-anak dengan ADHD adalah kurangnya pengetahuan guru tentang e-modul intervensi ADHD, deteksi dini, dan layanan intervensi anak ADHD. Penelitian ini menggunakan metode kuantitatif. Digunakan metode korelasional. Hasil analisis dan pengujian hipostesis, uji t-test menunjukkan nilai t sebesar 4.670 untuk pengaruh e-modul ADHD terhadap kemampuan guru, nilai t sebesar 4.404 untuk pengaruh e-modul deteksi dini terhadap kemampuan guru, dan nilai t sebesar 3.197 untuk pengaruh e-modul intervensi anak ADHD terhadap kemampuan guru, masing-masing dengan p-value 0,000 < alpha = 0,05., dan p-value 0,002 < alpha = 0,05.
Co-Authors RIVO PANII YUDHA Yunitasari, Septiyani Endang