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All Journal Al Fitrah: Journal Of Early Childhood Islamic Education Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Anak Gawi: Journal of Action Research
Tri Utami
UIN Raden Mas Said Surakarta
Education Social Sciences Other

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PENINGKATAN KOGNITIF ANAK MELALUI MEDIA PEMBELAJARAN BERSUMBER DARI ALAM Muh Nur Fuadi; Nur Fadhilah; Nurlina Jalil; Pebi Pebrianti; Tri Utami
Al Fitrah: Journal Of Early Childhood Islamic Education Vol 7, No 1 (2023)
Publisher : IAIN Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/alfitrah.v7i1.11499

Abstract

Penelitian ini dilakukan dengan tujuan melihat peningkatan kognitif pada anak usia dini. Kognitif mempunyai peranan penting dalam keberhasilan belajar anak karena aktifitas dalam belajar selalu berhubungan dengan masalah mengingat dan berpikir. Jenis penelitian ini yang digunakan adalah penelitian tindakan kelas (PTK). Teknik pengumpulan data melalui observasi, dokumentasi dan melalui tes yang dilakukan disetiap pra siklus. Penelitian ini dilakukan dan dikembangkan dengan tujuan untuk melihat peningkatan kognitif anak melalui media pembelajaran yang bersumber dari alam. Dari hasil penelitian ini disimpulkan bahwa peningkatan kognitif anak usia dini melalui pembelajaran yang bersumber dari alam mengalami peningkatan terlihat dari persentase yang telah dilakuan melalui penelitian tindakan kelas dari pra siklus sampai tahap siklus II. Pada pra siklus hasil perolehan peningkatan kognitif anak belum mengalami peningkatan yang signifikan dibuktikan persentase nilai perkembangan sesuai tindakan berada pada kategori 0%, kategori mulai berkembang 15%. Pada perolehan siklus I didapatkan persentase kenaikan menjadi 85% dan pada tahap akhir siklus II meningkat menjadi 90%. Kata Kunci : Kognitif, Media Alam, Anak Usia Dini
Preventing Violence against Children: Assessing the Effectiveness of the Women and Children Protection Task Force Elita Ulfiana; Tri Utami; Khasan Ubaidillah
Jurnal Pendidikan Anak Vol. 14 No. 2 (2025): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v14i2.2459

Abstract

The increase in cases of violence against children during the COVID-19 pandemic highlights the urgent need for effective and coordinated child protection efforts, as such violence has severe long-term impacts on children's physical and psychological Development. This study aims to examine the effectiveness of the Women and Children Protection Task Force in preventing violence against children in Sukoharjo Regency. The study employed a qualitative case study approach involving 15 key informants from cross-sector institutions, including government agencies, health services, psychologists, and community representatives. Data were collected through in-depth interviews, focus group discussions, observation, and document analysis. Data analysis was conducted using the Miles and Huberman interactive model, with sources, methods, and theories triangulated to ensure validity. The findings indicate a high level of effectiveness, reflected in clear goal orientation, timely case handling, comprehensive holistic services, and a reduction in reported cases of violence against children. These results imply that a cross-sector task-force-based approach is practical for child violence prevention and can be integrated into early childhood education programs as a sustainable preventive strategy.  
Revitalizing Early Childhood Dance Learning: Supporting RA and TK Teachers Nur Tanfidiyah; Subandji Subandji; Tri Utami
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17532

Abstract

This community service program aimed to strengthen early childhood arts education through the revitalization of dance learning for Raudhatul Athfal (RA) and Kindergarten (TK) teachers in the Solo Raya region. The program addressed gaps in teachers’ pedagogical and technical competencies, limited instructional resources, and the lack of structured dance programs in early childhood education settings. A Community-Based Research (CBR) approach was implemented through sequential stages, including needs assessment, classroom observation, Focus Group Discussions (FGD), participatory training, and mentoring. Data were collected from 60 RA and TK teachers using interviews, questionnaires, observations, and group discussions. The results revealed that although schools acknowledged the importance of dance for children’s physical, emotional, and cultural development, teachers faced challenges in basic dance techniques, the use of learning media, and practical classroom implementation. The participatory training improved teachers’ understanding of children’s dance principles, fundamental movement skills, and strategies for integrating dance into thematic learning. In addition, teachers developed simple choreographies and learned to design age-appropriate performance activities. The mentoring phase further enhanced teacher confidence and increased the frequency of dance activities in partner schools. Overall, the program demonstrates that capacity-building initiatives in dance education contribute to improving the quality of arts education in PAUD institutions while also supporting cultural appreciation and holistic child development. Program sustainability is strengthened through collaboration with IGRA and IGTK Solo Raya.
Science Literacy and Foundational Critical-Thinking Behaviors in Early Childhood: Kindergarten Teachers’ Perceptions and Practices Tri Utami; Subar Junanto
Gawi: Journal of Action Research Vol. 6 No. 2 (2026)
Publisher : Borneo Research and Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59329/gawi.v6i2.372

Abstract

Science literacy plays a crucial role in stimulating critical thinking skills in early childhood through various activities that provide children with opportunities to observe, explore, investigate, and explain phenomena encountered in daily life. This study describes kindergarten teachers’ perceptions and reported science-literacy practices, examines teacher-reported child behaviors that are consistent with foundational processes related to critical thinking, and identifies implementation barriers. A convergent mixed-methods design was used. The raw Google Forms export contained 111 submissions; screening by unique respondent identifier identified 15 repeat submissions, leaving 96 unique respondents. Among valid quantitative responses, all 96 teachers reported having introduced science activities; 77 of 96 (80.21%) rated science literacy at the highest importance category; and 80 of 96 (83.33%) reported science activities at least three times per month. Qualitative analysis showed that teachers commonly reported children’s enthusiasm and curiosity, questioning, attentive observation, willingness to try or repeat experiments, and simple explanations or predictions. These behaviors were interpreted as learning dispositions, science-process skills, and emerging reasoning behaviors rather than as direct evidence of validated critical-thinking performance. Barriers included limited tools and materials, time constraints, classroom-management demands, and uneven teacher knowledge and institutional support. Integration of the two data strands suggests that science activities are perceived as important and are implemented regularly, but the quality and depth of implementation vary according to available support.
Co-Authors Elita Ulfiana Junanto, Subar Khasan Ubaidillah Muh Nur Fuadi Nur Fadhilah Nur Tanfidiyah Nurlina Jalil Pebi Pebrianti Subandji Subandji