Garuda - Garba Rujukan Digital

PENGARUH MODEL PROJECT BASED LEARNING BERBANTUAN MEDIA POP UP BOOK TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH DASAR DALAM MATA PELAJARAN IPA Destiani, Galuh; Asep Kurnia Jayadinata; Nenden Permas Hikmatunisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 3 (2024): Volume 09 No. 03 September 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

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The project-based learning model encourages students to be able to work independently or in groups in constructing learning by creating real products. There are still many who do not know that it is not only critical thinking skills that can be improved in learning, but there are creative thinking skills that must also be improved and developed properly. Learning by only using the lecture method is less effective in improving students' creative thinking skills. Therefore, the project-based learning model can be one of the learning alternatives with the help of pop up book media as a project that will be made by students, can be a creative, concrete, and interesting learning media when doing teaching and learning activities in class. This research method uses a quasi-experimental method with a type of non-evaquivalent control group design. The population in this study were all grade IV elementary school students in Subang sub-district. The samples in this study were class IV A with 24 students and class IV B with 24 students at SD Negeri Cibogo, Subang Regency. The research analysis used T-test, N-Gain, correlation test, and regression test. There is an influence of the project-based learning model assisted by pop up book media on the creative thinking ability of elementary school students in science subjects, giving an influence on the creative thinking ability of students by 18.5%. based on the results of the N-Gain value in the experimental class of 68%, which means that the use of the project-based learning model assisted by pop up book media is stated in the interpretation of effective enough to be used in improving the creative thinking ability of students.

Descriptive Analysis: The Effect of Book Creator Utilization on Early Childhood Teachers' Teaching Competency Levels: Analisis Deskriptif: Pengaruh Pemanfaatan Book Creator Terhadap Tingkat Kompetensi Mengajar Guru PAUD Amanda Nur Adliyani; Gina Nurhasanah; Latifah Khairiah; Najla Surya Mufidah; Dhea Ardiyanti; Asep Kurnia Jayadinata; Hafiziani Eka Putri
JPG: Jurnal Pendidikan Guru Vol. 7 No. 1 (2026): JPG: Jurnal Pendidikan Guru
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jpg.v7i1.22343

Penelitian ini dilakukan untuk mengetahui pengaruh pemanfaatan book Creator terhadap kompetensi mengajar guru pendidikan anak usia dini pada era digital. Penggunaan media ini sangat diperlukan untuk menghasilkan proses pemebelajaran yang yang menarik dan sesuai dengan aspek perkembangan anak. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan teknik pengumpulan data melalui kuesioner bersakla likert yang dibagiakn kepada 16 guru pendidikan anak usia dini di daerah Purwakarta dan Bekasi yang telah memahami serta pernah mengimplementasikan bookcreator dalam pembelajaran. Data di analisis menggunakan uji regresi linier sederhana dengan bantuan SPSS edisi 26. Hasil penelitian menunjukan adanya hubungan positif dan signifikan antara pemanfaatan book creator dan kompetensi mengajar guru, tercermin dari koefiseiensi R sebesar 0.748 dan R Squer sebesar 0.559. ini berarti 55,9% variasi dalam kemampuan mengajar dapat di jelaskan oleh intensitas pemanfaatan book creator. Hasil ini menegaskan bahwa book creator bukan hanya sekedar media pembelajaran interaktif, tetapi juga berkontribusi dalam peningkatan kompetensi kemampuan guru dalam merancang, melaksanakan, dan mengevalusia kegiatan pembalajaran. Penelitian ini merekomendasikan peningkatan pelatihan teknis dan penguatan supervisi guna mengoptimalkan pemanfaatan media digital di paud.

Representation of Parental Parenting Patterns in the Development of Low Resilience Character Rahman, Fadhila Dwi; Asep Kurnia Jayadinata; Dhea Ardiyanti
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8183

Parenting patterns play a crucial role in shaping children’s character development, particularly among those with low levels of resilience. Positive communication between parents and children further contributes to healthy developmental outcomes by fostering supportive and responsive interactions within the child’s immediate environment. This study aims to explore the representation of parenting patterns and their implications for the character development of children with low resilience. A qualitative research method with a case study approach was employed in Purwakarta District, West Java. Data were collected through in-depth interviews with three parents and one teacher, direct observation of children aged 4–6 years, and supporting documentation. The findings indicate that the application of authoritarian and permissive parenting styles is associated with lower levels of resilience in children, largely due to limited opportunities for developing coping skills and adaptability when facing challenges. In contrast, positive and constructive parent–child communication was found to support more favorable character and developmental outcomes. This study offers important insights for parents by highlighting effective strategies for fostering greater independence and responsibility in children, while also acknowledging the influence of the surrounding social and cultural environment. Overall, the study underscores the significance of appropriate parenting patterns in supporting the development of both character and resilience in early childhood, in alignment with Sustainable Development Goal (SDG) 4 on quality education.

IMPLEMENTASI DIGITALISASI INFORMASI SEKOLAH TK MELALUI PEMBUATAN WEBSITE Asep Kurnia Jayadinata; Hisaanah, Isti Maimuun; Mutia Rachmadilla; Pradnya Syaira Fatanaya; Reisa Puji Rosalvaluna; Risma Parwati; Tria Rizky Gantika; Cucun Yunianingsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36957

The development of information technology has had a significant impact on the world of early childhood education. However, the current problem is that many early childhood education institutions still use conventional communication methods, limiting access to information for parents, as is the case at TK Plus Roudhoh Purwakarta. Based on this background, digital media is needed to facilitate access to information. This study aims to describe the process of implementing information digitization through the creation of a school website at TK Plus Roudhoh Purwakarta. The research method used is a qualitative descriptive study, beginning with the pre-field stage, namely collecting initial information about the school's condition using data collection techniques such as observation, interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusions. The results of the study showed that training and mentoring on website creation for kindergarten teachers successfully had a positive impact on managing the school website independently, including updating content and information regularly. The developed website serves as a medium for information dissemination, school promotion, communication with parents, and documentation of activities. This implementation has had a positive impact on the effectiveness of school communication, increasing digital teacher literacy, and facilitating information access for the community. This study concludes that website creation is the first step in supporting the digital transformation of schools and improving the quality of information services.

PERKEMBANGAN BAHASA ANAK USIA DINI: ANALISIS TREN PENELITIAN MELALUI SYSTEMATIC LITERATURE REVIEW (2020-2025) Dilla, Mutia Rachma; Asep Kurnia Jayadinata
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43669

Early childhood language development is a fundamental aspect of a child's growth and development forms the basis for cognitive, social, and academic abilities in later life. This study aims to analyze research trends on early childhood language development in the period 2020–2025 using the Systematic Literature Review method. A total of 50 national and international journal articles that met the inclusion criteria were analyzed using a thematic analysis approach. The results of the study show that the dominant research themes include the role of the family environment, play-based learning in Early Childhood Education institutions, the use of digital media, and early detection and intervention of language development disorders. These findings confirm that the quality of verbal interaction between children and adults, contextual and enjoyable learning approaches, and the controlled and supervised use of digital media play a significant role in children's language development. The implications of this study emphasize the importance of collaboration between parents and educators in providing optimal language stimulation and the need for early intervention strategies for children with language delays. Theoretically and practically, this study contributes to the development of early childhood education studies.

ANALISIS STIMULASI PERKEMBANGAN BAHASA MELALUI KOMIK DIGITAL “KENALI ANGGOTA DAN FUNGSI TUBUH” UNTUK ANAK USIA DINI Syifa Salsabila Mudrika; Asep Kurnia Jayadinata
Jurnal Ilmiah Wahana Pendidikan Vol 12 No 7.B (2026): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

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Perkembangan bahasa merupakan salah satu aspek penting dalam pendidikan anak usia dini yang perlu distimulasi secara optimal pada masa golden age. Salah satu tantangan dalam pembelajaran bahasa di PAUD adalah keterbatasan media yang mampu menarik perhatian anak sekaligus memperkaya kosakata secara bermakna. Penelitian ini bertujuan untuk menganalisis proses implementasi, efektivitas, serta faktor pendukung dan penghambat penggunaan komik digital “Kenali Anggota dan Fungsi Tubuh” dalam menstimulasi perkembangan bahasa anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif analitik melalui desain studi kasus tunggal. Subjek penelitian adalah 17 anak kelompok B usia 5–6 tahun di KB Daarul Uluum. Teknik pengumpulan data meliputi observasi, wawancara mendalam, dokumentasi, serta tes perkembangan bahasa sederhana. Hasil penelitian menunjukkan bahwa penggunaan komik digital mampu meningkatkan penguasaan kosakata, keberanian berbicara, serta kemampuan anak dalam menceritakan kembali isi cerita secara sederhana. Selain itu, media komik digital terbukti meningkatkan minat, perhatian, dan keterlibatan anak dalam pembelajaran. Dengan demikian, komik digital dapat dijadikan sebagai alternatif media pembelajaran yang efektif dan relevan untuk menstimulasi perkembangan bahasa anak usia dini.

PENGARUH PERMAINAN ULAR TANGGA UNTUK MENINGKATKAN KEMAMPUAN BERBAHASA ANAK KELOMPOK B USIA 5-6 TAHUN Ulfah, Mariah; Asep Kurnia Jayadinata; Dhea Ardiyanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55170

Language skills are an important aspect in early childhood development that needs to be optimally stimulated through enjoyable learning activities. However, in practice, there are still children aged 5-6 years who experience limitations in listening skills, speaking skills, vocabulary comprehension, and communication. This study aims to determine the effect of the smart ladder game on improving the language skills of group B children aged 5-6 years. This study used a quantitative approach with a one-group pretest-posttest design. The research sample consisted of 20 children at Mentari PAUD, Cianjur Regency. Data collection was carried out through observation using a child's language ability assessment sheet covering listening, speaking, vocabulary, comprehension, and communication skills. Data were analyzed using descriptive and inferential statistics through the Shapiro Wilk test, Wilcoxon Signed Rank Test, and N-Gain test. The results showed an average pre-test score of 24.3 (Beginning to Develop category) and increased in the posttest to 34.45 (Very Well Developed category). The Wilcoxon test showed a significance value of 0.000 < 0.05, indicating a significant effect of the clever snakes and ladders game on children's language skills. Furthermore, the N-Gain test result of 0.67 indicates an increase in the moderate or fairly effective category. Thus, the clever snakes and ladders game has been proven to be an effective and enjoyable learning medium for improving children's language skills.

PERAN DIGITAL PARENTING DALAM MENUMBUHKAN NILAI-NILAI KARAKTER ANAK USIA 5-6 TAHUN PADA KELUARGA GENERASI MILENIAL Aulia, Meirantie; Asep Kurnia Jayadinata
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56031

The rapid development of digital technology has significantly influenced parenting practices among millennial families. This study aimed to analyze the effect of digital parenting on the character values of children aged 5–6 years. A quantitative approach with a cross-sectional survey design was employed involving 60 parents of children aged 5–6 years at TK Qurrota A’yun, Bandung Regency. Data were collected through questionnaires measuring digital parenting practices and children’s character values, including discipline, responsibility, independence, honesty, and social care. Data were analyzed using descriptive statistics and simple linear regression. The findings revealed that the level of digital parenting was categorized as moderate to high, while children’s character values were categorized as fairly good. Regression analysis showed that digital parenting had a positive and significant effect on children’s character values, with a significance value of 0.000 and a contribution of 28.9%. These findings indicate that parental guidance, supervision, and role modeling in the use of digital technology play an important role in fostering positive character development among young children in the digital era.

Early Childhood Education Teachers' Perception of the Implementation of the Collaborative Reflection Model in Character Education Triana Maulida; Asep Kurnia Jayadinata; Triana Maulida; Asep Kurnia Jayadinata; Dhea Ardiyanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.13

Early childhood character education often still relies on passive one-way instruction, even though this approach has proven to be less effective in instilling moral values than direct experience and interaction. This study aims to explore the perception of early childhood education teachers towards the implementation of the collaborative reflection model in character education, especially regarding relevance, feasibility, obstacles, and support needs in daily pedagogical practice. The study used a qualitative descriptive case study design involving educators at a daycare in Cileungsi, Bogor Regency, selected through purposive criterion sampling, with data collected through semi-structured in-depth interviews, pre- and post-observation binary questionnaires, and thetically analyzed field notes. The results showed that teachers' perceptions underwent a significant transformation, from technical concerns in the pre-observation phase regarding time constraints and difficulties in conditioning children, to full approval of the feasibility of the model after witnessing hands-on practice modeling in the classroom. Teachers also perceive this model to be effective in stimulating the child's high-level cognitive problem-solving skills, social-emotional development, and emotional regulation through the articulation of logical arguments and the discovery of independent solutions. The study concluded that structured collaborative reflection succeeded in operationalizing the basic assumptions of the Integrated Collaborative Reflection Model (ICRM) as a catalyst for converting abstract values into concrete behaviors as well as strengthening teachers' self-efficacy. Implicitly, early childhood education professional development programs need to emphasize modeling and hands-on experience, not just conceptual training, so that teachers are better prepared to adopt reflective practices in character learning.

Early Childhood Education Teachers' Perception of the Implementation of the Collaborative Reflection Model in Character Education Triana Maulida; Asep Kurnia Jayadinata; Triana Maulida; Asep Kurnia Jayadinata; Dhea Ardiyanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.13

Early childhood character education often still relies on passive one-way instruction, even though this approach has proven to be less effective in instilling moral values than direct experience and interaction. This study aims to explore the perception of early childhood education teachers towards the implementation of the collaborative reflection model in character education, especially regarding relevance, feasibility, obstacles, and support needs in daily pedagogical practice. The study used a qualitative descriptive case study design involving educators at a daycare in Cileungsi, Bogor Regency, selected through purposive criterion sampling, with data collected through semi-structured in-depth interviews, pre- and post-observation binary questionnaires, and thetically analyzed field notes. The results showed that teachers' perceptions underwent a significant transformation, from technical concerns in the pre-observation phase regarding time constraints and difficulties in conditioning children, to full approval of the feasibility of the model after witnessing hands-on practice modeling in the classroom. Teachers also perceive this model to be effective in stimulating the child's high-level cognitive problem-solving skills, social-emotional development, and emotional regulation through the articulation of logical arguments and the discovery of independent solutions. The study concluded that structured collaborative reflection succeeded in operationalizing the basic assumptions of the Integrated Collaborative Reflection Model (ICRM) as a catalyst for converting abstract values into concrete behaviors as well as strengthening teachers' self-efficacy. Implicitly, early childhood education professional development programs need to emphasize modeling and hands-on experience, not just conceptual training, so that teachers are better prepared to adopt reflective practices in character learning.

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