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All Journal Orien: Cakrawala Ilmiah Mahasiswa Jurnal Smart Paud Journal of Humanities, Social Sciences, and Education JURNAL KAJIAN PENDIDIKAN DAN CAKRAWALA PEMBELAJARAN JURNAL EDUKASI DAN PEMBELAJARAN ANAK USIA DINI Jurnal Abdi Masyarakat dan Pemberdayaan Inovatif
Sri Jumiaty Permatasari
Universitas Sulawesi Tenggara
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Public Health Social Sciences Other

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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.
Improving Hijaiyah Letter Recognition Through Letter Card Media Among Group B Children At TK Negeri Pembina Poli-Polia, East Kolaka Fitriani Fitriani; Itsnain Alfajri Husain; Sri Jumiaty Permatasari; Aris Suziman
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026): Edisi Juli - September 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.957

Abstract

Background: Recognizing Hijaiyah letters is an important foundation for early Islamic literacy. However, young children may experience difficulties identifying and distinguishing these letters, highlighting the need for engaging and developmentally appropriate learning media. Objective: This study aimed to improve Hijaiyah letter recognition through letter-card games integrated into a letter-train activity among Group B children at TKN Pembina Poli-Polia during the 2023–2024 academic year. Method: This study employed Classroom Action Research (CAR) involving 15 children and conducted in two cycles. Each cycle consisted of planning, action, observation, evaluation, and reflection. Data were collected through observations of teacher performance, children's learning activities, assessments of Hijaiyah letter recognition, and documentation. Data were analyzed using qualitative and quantitative descriptive approaches, with percentages used to measure developmental achievement. Results: The percentage of children achieving the Developing as Expected (BSH) or Very Well Developed (BSB) categories increased from 33.33% at the pre-cycle stage to 53.33% in the second meeting of Cycle I and 80% in the second meeting of Cycle II. Teacher performance improved from 54.5% to 90.9%, while children's learning activity increased from 54.5% to approximately 90.9%. Novelty: This study provides practical evidence of the use of letter-card games integrated into a letter-train activity to improve Hijaiyah letter recognition through interactive, repetitive, and enjoyable learning experiences in an early childhood classroom. Conclusion: Letter-card games integrated into a letter-train activity improved Hijaiyah letter recognition among Group B children. This approach can serve as an alternative learning strategy for early childhood teachers seeking to create active, engaging, and enjoyable learning experiences that support early Hijaiyah literacy.
The Effect Of Letter Tree Media On The Ability To Arrange Letters Into Words Among Children Aged 5–6 Years In Group B At PAUD Harapan Bunda Asriana Asriana; Rosnawati Rosnawati; Aris Suziman; Sri Jumiaty Permatasari
Jurnal E-MAS (Edukasi dan Pembelajaran Anak Usia Dini) Vol. 2 No. 2 (2026): Edisi Juli - September 2026
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/e-mas.v2i2.959

Abstract

Background: The ability to arrange letters into words is an important component of early literacy development in early childhood. However, children aged 5–6 years may experience difficulties recognizing, selecting, and sequencing letters to form simple words. Therefore, engaging, concrete, and developmentally appropriate learning media are needed to support this ability. Objective: This study aimed to examine the effect of letter-tree media on the ability to arrange letters into words among children aged 5–6 years in Group B at PAUD Harapan Bunda. Method: This study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The participants were 10 children aged 5–6 years in Group B at PAUD Harapan Bunda. Data were collected through tests of the ability to arrange letters into words, observations, and documentation. The data were analyzed using descriptive statistics and a paired-samples t-test to examine differences in scores before and after the use of letter-tree media. Results: The findings showed that the mean score for the ability to arrange letters into words increased from 44.00 at pretest to 81.10 at posttest, representing a mean increase of 37.10 points. The paired-samples t-test revealed a statistically significant difference between pretest and posttest scores, t(9) = 5.908, p < .001. These findings indicate that children's ability to arrange letters into words improved significantly following the use of letter-tree media. Novelty: This study provides preliminary empirical evidence on the use of letter-tree media specifically to stimulate children's ability to arrange letters into words, rather than focusing solely on recognizing or naming individual letters. Conclusion: Letter-tree media may serve as an alternative instructional tool to support the development of children's ability to arrange letters into words. Its use can provide concrete and interactive learning experiences for young children. However, because this study did not include a control group and involved only 10 children, the findings should be interpreted cautiously and cannot be generalized broadly.
Integrasi Model Pembelajaran Holistik Untuk Optimalisasi Perkembangan Kognitif Anak Usia Dini Sri Jumiaty Permatasari; Itsnain Alfajri Husain; Chairan Zibar L. Parisu
Journal of Humanities, Social Sciences, and Education Vol. 1 No. 1 (2025): Edisi Maret 2025
Publisher : FKIP UNSULTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jhuse.v1i1.231

Abstract

Early childhood cognitive development is an important foundation in forming thinking skills, problem solving, and lifelong learning. The holistic learning model is seen as an approach that is able to integrate various aspects of child development, including cognitive, emotional, social, and physical simultaneously. This article is a literature study that aims to analyze the integration of holistic learning models in order to optimize the cognitive development of early childhood. By reviewing various current scientific sources, it was found that the holistic model encourages children to learn through direct experience, active play, and positive emotional involvement. This model places children as active subjects in the learning process, thus providing space for the emergence of initiative, exploration, and reflection. This study concludes that the implementation of holistic learning, such as the Reggio Emilia, Montessori, and HighScope approaches, has been proven to be able to strengthen children's critical thinking processes, memory abilities, and logic skills. This study recommends the need for ongoing training for PAUD educators to be able to integrate holistic principles in the planning and implementation of learning.
Co-Authors Ahmad Amaludin, Roni Aris Suziman Asniati Asniati Asriana Asriana Chairan Zibar L. Parisu Chairan Zibar L. Parisu Erwin Eka Saputra Fitriani Fitriani Hasbi Hasbi Hermanto Husnia, Husnia Idhayani, Nurul Itsnain Alfajri Husain Jumatin Jumatin Nur Haizah Aopmonaim Nur Rahma Azlinda Ode Yahyu Herliany Yusuf Ribani, Iin Sri Apriani Ribani, Wiwin Dewi Fitriani Ridwan Ardi Rosnawati Rosnawati Usman Wa Ode Heni Fitriani