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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Prosiding Seminar Nasional Pascasarjana Proceeding International Collaborative Conference on Multidisciplinary Science
Himmah Taulany
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Manajemen Proses Pembelajaran Pendidikan Anak Usia Dini Pasca Pandemi Covid-19 Himmah Taulany
Prosiding Seminar Nasional Pascasarjana Vol. 3 No. 1 (2020)
Publisher : Pascasarjana Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis manajemen proses pembelajaran Pendidikan Anak UsiaDini (PAUD) pasca pandemi Covid-19 di Kabupaten Semarang Provinsi Jawa Tengah Indonesia.Pendekatan penelitian yang digunakan adalah deskriptif kualitatif. Penelitian dilakukan padalembaga-lembaga PAUD yang mewakili jalur formal dan nonformal. Pedoman wawancaramendalam dan studi dokumentasi digunakan sebagai instrumen dalam penelitian ini. Pendekatanyang digunakan dalam menganalisis manajemen proses pembelajaran pasca Covid-19 adalah empatfungsi manajemen yaitu perencanaan, pengorganisasian, pelaksanaan dan pengawasan /pengendalian. Hasil penelitian menunjukkan bahwa empat fungsi manajemen proses pembelajarandapat terlaksana walaupun dengan beberapa hambatan pada lembaga PAUD formal maupunnonformal. Terdapat perbedaan proses pembelajaran pada saat pandemi dan pasca pandemi Covid19 yaitu digunakannya metode blended learning dengan memadukan pembelajaran daring dan luring(home visit). Penerapan protokol kesehatan juga menjadi bagian yang tidak terpisahkan daripembelajaran yang dilakukan oleh lembaga PAUD. Saran untuk penelitian selanjutnya adalahanalisis manajemen pada Standar PAUD lainnya untuk memberikan gambaran komprehensif tentangdampak Covid-19 terhadap Pendidikan Anak Usia Dini dan menjadi masukan bagi pemangkukebijakan untuk menetapkan kebijakan pendidikan di masa pasca pandemi Covid-19 (new normal).
Utilization of Tapertis Educational Technology in Learning Multiplication Concepts in Elementary Schools Zulmi Roestika Rini; Yoannes Romando Sipayung; Abdul Rahman; Kartika Yuni Purwanti; Himmah Taulany; Anni Malihatul Hawa; Ella Suryani; Nurfitriyani Kartika Dewi; Hesti Yunitiara Rizqi; Swantika Ilham Prahesti; Nico Irawan
Proceeding International Collaborative Conference on Multidisciplinary Science Vol. 2 No. 2 (2025): December : ICCMS (Proceeding International Collaborative Conference on Multidis
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/iccms.v2i2.214

Abstract

This study aims to determine the effectiveness of using the Jarimatika method combined with Tapertis media in improving elementary school students' understanding of multiplication concepts. This study uses a quantitative approach with a pre-experimental intact group comparison type design. The research subjects consisted of 17 fourth-grade students of SDN Candigaron 03 who were divided into two groups, namely the experimental group and the control group. Data collection instruments were in the form of tests (pre-test and post-test) and observation sheets. Experts carried out media validation with an average result of 56.33 (outstanding category). Data analysis used paired sample t-test, t-test, and simple linear regression. The results showed a significant difference between the pre-test and post-test results in both groups. The average post-test score of the experimental group was higher (84.89) than the control group (77.12). The regression test showed that Tapertis media significantly affected understanding of multiplication concepts (p < 0.05). This study concludes that the Jarimatika method, supported by Tapertis media, is effective for use in mathematics learning to improve elementary school students' understanding of multiplication concepts.
KETERLIBATAN ORANG TUA YANG SIBUK BEKERJA DAN PERAN ASISTEN RUMAH TANGGA DALAM PEMBENTUKAN KARAKTER ANAK Nazara, Ester Fitri; Himmah Taulany; Swantyka Ilham Prahesti; Nufitriani Kartika Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Released
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63864

Abstract

The busy work schedules of parents often reduce the amount of time they can spend with their children, resulting in part of the caregiving responsibilities being delegated to domestic helpers. This condition makes parental involvement and the role of domestic helpers important factors in the character development of young children. This study aims to describe the involvement of working parents and the role of domestic helpers in children's character development at Cahya Mentari Daycare, Playgroup, and Kindergarten, Universitas Ngudi Waluyo, as well as to identify the forms of collaboration among parents, domestic helpers, and the school in supporting children's character development. This study employed a qualitative approach using a descriptive research method. The participants consisted of working parents, domestic helpers involved in child caregiving, and teachers at Cahya Mentari Daycare, Playgroup, and Kindergarten, Universitas Ngudi Waluyo. Data were collected through observations, in-depth interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The trustworthiness of the data was ensured through source triangulation and technique triangulation. The findings indicate that parental involvement in children's character development is determined not only by the amount of time spent with children but also by the quality of interaction, communication, role modeling, supervision, and the cultivation of character values. Domestic helpers play a supporting role in daily childcare by encouraging children to develop discipline, independence, responsibility, honesty, and politeness in accordance with the guidance provided by parents. In addition, teachers reinforce character development through learning activities at school. Children's character development is more effective when there is good communication, shared parenting goals, and consistent collaboration among parents, domestic helpers, and the school. The implications of this study suggest that successful character development requires continuous synergy among families, domestic helpers, and educational institutions. Therefore, it is recommended that parents remain actively involved in parenting despite their work commitments, provide clear guidance to domestic helpers regarding the expected parenting practices, and maintain intensive communication with teachers to ensure that character values taught at home and at school are implemented consistently.
PEMANFAATAN MEDIA KOKOK AYAM MANIK DALAM MENSTIMULASI KEMAMPUAN BERPIKIR LOGIS ANAK USIA 5–6 TAHUN Yuhriyah, Umi; Nufitriani Kartika Dewi; Himmah Taulany; Syifa Fauziah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63989

Abstract

ABSTRAK Berpikir logis merupakan kemampuan kognitif penting yang perlu dirangsang sejak usia dini karena mendukung kemampuan anak dalam mengklasifikasikan objek, mengenali pola, menyusun urutan, dan memecahkan masalah sederhana. Namun, observasi awal di TK Nurul Ikhsan menunjukkan bahwa beberapa anak usia 5-6 tahun masih mengalami kesulitan dalam melakukan tugas-tugas kognitif tersebut. Penelitian ini bertujuan untuk menganalisis pemanfaatan media pembelajaran Kokok Ayam Manik dalam merangsang kemampuan berpikir logis anak, meneliti peran guru selama implementasinya, dan mengidentifikasi faktor pendukung dan penghambat yang mempengaruhi penggunaannya. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Partisipan penelitian terdiri dari kepala sekolah, guru Kelompok B, dan anak-anak usia 5-6 tahun yang dipilih melalui pengambilan sampel bertujuan. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, dan dianalisis menggunakan model interaktif Miles dan Huberman, termasuk reduksi data, penyajian data, dan penarikan kesimpulan. Kredibilitas data dipastikan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa media Kokok Ayam Manik efektif merangsang pemikiran logis anak melalui aktivitas yang melibatkan mencocokkan warna dan bentuk, mengklasifikasikan objek, menyusun pola, mengurutkan manik-manik, dan memecahkan masalah sederhana. Efektivitas media diperkuat oleh bimbingan, motivasi, dan dukungan guru selama kegiatan pembelajaran. Faktor pendukung meliputi kreativitas guru, media pembelajaran yang menarik, dan antusiasme anak, sedangkan perbedaan kemampuan anak, keterbatasan waktu belajar, dan kurangnya ketersediaan media menjadi kendala utama. Secara keseluruhan, media Kokok Ayam Manik merupakan media pembelajaran yang efektif, terjangkau, dan sesuai konteks untuk menumbuhkan kemampuan berpikir logis pada anak usia 5–6 tahun. Kata kunci: pendidikan anak usia dini, media Kokok Ayam Manik, kemampuan berpikir logis, media pembelajaran, studi kualitatif ABSTRAK Penelitian ini dilatarbelakangi oleh masih ditemukannya anak usia 5–6 tahun yang mengalami kesulitan dalam mengenali pola, mengelompokkan benda, menyusun urutan, dan memecahkan masalah sederhana sebagai indikator kemampuan berpikir logis. Penelitian ini bertujuan menganalisis pemanfaatan media Kokok Ayam Manik dalam menstimulasi kemampuan berpikir logis anak, mendeskripsikan peran guru dalam pelaksanaannya, serta mengidentifikasi faktor pendukung dan penghambat penggunaannya di TK Nurul Ikhsan. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Informan penelitian terdiri atas kepala sekolah, guru kelompok B, dan anak usia 5–6 tahun yang dipilih menggunakan teknik purposive sampling . Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, serta kesimpulan. Keabsahan data diperoleh melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa media Kokok Ayam Manik mampu menstimulasi kemampuan berpikir logistik anak melalui kegiatan menyelaraskan warna dan bentuk, mengelompokkan benda, menyusun pola, mengurutkan manik-manik, serta memecahkan masalah sederhana. Keberhasilan pemanfaatan media didukung oleh peran guru melalui pemberian arahan, motivasi, dan scaffolding selama pembelajaran berlangsung. Faktor pendukung meliputi kreativitas guru, media yang menarik, dan antusiasme anak, sedangkan faktor penghambat meliputi perbedaan kemampuan anak, keterbatasan waktu belajar, dan jumlah media yang belum memadai. Media Kokok Ayam Manik dapat menjadi alternatif pembelajaran yang efektif, ekonomis, dan sesuai dengan karakteristik perkembangan anak usia dini. Kata Kunci: pendidikan anak usia dini, media Kokok Ayam Manik, kemampuan berpikir logis, media pembelajaran, studi kasus
STRATEGI GURU MENSTIMULASI KEMAMPUAN BERPIKIR KRITIS ANAK USIA TODDLER DI TPA CAHYA MENTARI Lahagu, Liberat Listina; Nufitriani Kartika Dewi; Swantyka Ilham Prahesti; Himmah Taulany
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Now Available
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65031

Abstract

Critical thinking is a fundamental competency for young children in meeting the demands of twenty-first-century learning, yet its stimulation among toddlers (2–3 years old) remains far less studied than among kindergarten-age children. Preliminary observation at Cahya Mentari Daycare, Ngudi Waluyo Labschool, revealed that some 2–3-year-old children tend to refuse exploratory activities, such as planting mung beans, before actually attempting them, indicating limited self-confidence and courage to solve problems independently. This study aims to identify indicators of children's critical thinking, describe teachers' strategies for stimulating it, uncover the challenges teachers face, and analyze the efforts made to overcome those challenges. A descriptive qualitative approach was employed, with the classroom teacher as the primary informant and caregivers and the institution's manager as supporting informants. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing, with credibility established through source and method triangulation. The results show that indicators of children's critical thinking are reflected in two-way communication, an emerging understanding of simple cause-and-effect relationships, and participation in discussion. Teachers stimulated these abilities through guiding questions, a comfortable learning atmosphere, and learning methods such as center-based learning, Project Based Learning, and loose-parts media. The main challenge, low self-confidence among children, was addressed through sustained motivation and gradual scaffolding. These findings underscore the importance of the teacher's role as facilitator in building the foundation of critical thinking from the toddler years onward.
Co-Authors Abdul Rahman Anni Malihatul Hawa Ella Suryani Hesti Yunitiara Rizqi Kartika Yuni Purwanti Lahagu, Liberat Listina Nazara, Ester Fitri Nico Irawan Nufitriani Kartika Dewi Nurfitriyani Kartika Dewi Swantika Ilham Prahesti Swantyka Ilham Prahesti Syifa Fauziah Yoannes Romando Sipayung Yuhriyah, Umi Zulmi Roestika Rini