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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Caksana: Pendidikan Anak Usia Dini Indo Green Journal Indo Green Journal
Winda Sherly Utami
Universitas Jambi, Indonesia
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Talking Stick Learning Model to Optimize Interpersonal Intelligence of Children Aged 5-6 Years Desy Dwi Rahmawati; Winda Sherly Utami; Sri Indriani Harianja
Jurnal Caksana : Pendidikan Anak Usia Dini Vol 9, No 1 (2026): Jurnal Caksana: Pendidikan Anak Usia Dini
Publisher : Prodi PG-PAUD, FKIP, Universitas Trilogi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31326/jcpaud.v9i1.2745

Abstract

This study was motivated by the researcher’s observations, which showed that there were still several problems related to children’s interpersonal intelligence. The problem identified was that out of 18 children in group B3, 11 appeared to have a low level of interpersonal intelligence. This condition became the focus of further investigation because it could hinder their social and emotional development in the future. The purpose of this study was to determine the extent of the effect of the talking stick learning model on the interpersonal intelligence of children aged 5–6 years at TK Islam Al-Moestafa, Jambi City. The method used in this study was a pre-experimental design in the form of a one-group pretest-posttest design. The total population in this study consisted of 60 children. The research sample included 18 children from group B3, selected using purposive sampling technique. Data were collected through observation and documentation, with an observation sheet used as the validated research instrument. Data analysis was conducted using normality and homogeneity tests, followed by hypothesis testing using a paired samples t-test. The results of the t-test analysis showed a significance value of 0.001 < 0.05, which meant that there was a significant effect of the use of the talking stick learning model, providing a positive impact on the interpersonal intelligence of children aged 5–6 years at TK Islam Al-Moestafa, Jambi City. The effect size was 5.82, which fell into the strong effect category. Therefore, the talking stick learning model was effective in optimizing the interpersonal intelligence of children aged 5–6 years at TK Islam Al-Moestafa, Jambi City.
STIMULASI KEMAMPUAN BERBICARA  ANAK USIA 5-6 TAHUN MELALUI KEGIATAN MENGGAMBAR BEBAS DENGAN TEKNIK GRAFITO Cindy Elsya Ramadhani; Nyimas Muazzomi; Winda Sherly Utami
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i3.2653

Abstract

This study aims to determine the effect of free drawing using the grafito technique on the speaking ability of children aged 5-6 years at KB Kasih Ibu Muara Bahar. This research uses a quantitative approach with a pre-experimental method, specifically the One Group Pretest-Posttest design. The population in this study were all children aged 5-6 years at KB Kasih Ibu Muara Bahar, totaling 23 children, and the entire population was used as the sample (total sampling). Data collection techniques used observation. The research instrument was an observation sheet based on indicators of speaking ability according to Permendikbud No. 137 of 2014. Data analysis techniques included normality test, homogeneity test, and hypothesis testing using paired sample t-test. The results showed that the average pretest score was 14.61 (36.52%) and the average posttest score was 28.13 (70.33%). The hypothesis test results obtained a Sig. (2-tailed) value of 0.000 < 0.05, so H0 was rejected and Ha was accepted. The effect size calculation using Cohen's d obtained a value of 4.97, which is included in the strong effect category. Thus, it can be concluded that there is a significant influence of free drawing using the grafito technique on the speaking ability of children aged 5-6 years at KB Kasih Ibu Muara Bahar
Tantangan Implementasi Pendekatan Deep Learning dalam Pembelajaran Tematik Oleh Guru TK Pembina 1 Kota Jambi Alika Aditia Naj; Yosyfa Melcha Erwan; Ghesya Alya Sumbadri; Denisa Z Salsalina Br Ketaren; Winda Sherly Utami; Annisha Erdaliameta
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.485

Abstract

Penelitian ini bertujuan untuk menganalisis berbagai tantangan yang dihadapi guru dalam mengimplementasikan pendekatan deep learning pada pembelajaran tematik di TK Pembina 1 Kota Jambi, mengidentifikasi faktor-faktor yang memengaruhi keberhasilan penerapannya, serta merumuskan solusi untuk meningkatkan kualitas pelaksanaan pembelajaran. Penelitian menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri atas kepala sekolah dan guru yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data dilakukan melalui tahap reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa guru memahami deep learning sebagai pendekatan pembelajaran yang menekankan pemahaman mendalam, keterlibatan aktif anak, serta pengembangan kemampuan berpikir kritis dan pemecahan masalah. Namun, implementasinya masih menghadapi berbagai hambatan, yaitu kurangnya keterampilan dan kesiapan guru dalam merancang pembelajaran yang mindful, meaningful, dan joyful; keterbatasan infrastruktur dan sarana pembelajaran; minimnya dana serta dukungan teknologi; dan kurangnya workshop maupun pelatihan profesional yang berkelanjutan. Upaya yang dapat dilakukan untuk mengatasi hambatan tersebut meliputi peningkatan kompetensi guru melalui pelatihan dan pendampingan, penyediaan sarana dan prasarana yang memadai, optimalisasi dukungan pendanaan, serta penguatan program pengembangan keprofesian berkelanjutan. Dengan demikian, implementasi pendekatan deep learning di PAUD diharapkan dapat berjalan lebih efektif dan mampu menciptakan pengalaman belajar yang bermakna bagi anak usia dini
Tantangan Implementasi Pendekatan Deep Learning dalam Pembelajaran Tematik Oleh Guru TK Pembina 1 Kota Jambi Alika Aditia Naj; Yosyfa Melcha Erwan; Ghesya Alya Sumbadri; Denisa Z Salsalina Br Ketaren; Winda Sherly Utami; Annisha Erdaliameta
Indo Green Journal Vol. 4 No. 2 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i2.485

Abstract

Penelitian ini bertujuan untuk menganalisis berbagai tantangan yang dihadapi guru dalam mengimplementasikan pendekatan deep learning pada pembelajaran tematik di TK Pembina 1 Kota Jambi, mengidentifikasi faktor-faktor yang memengaruhi keberhasilan penerapannya, serta merumuskan solusi untuk meningkatkan kualitas pelaksanaan pembelajaran. Penelitian menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri atas kepala sekolah dan guru yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data dilakukan melalui tahap reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa guru memahami deep learning sebagai pendekatan pembelajaran yang menekankan pemahaman mendalam, keterlibatan aktif anak, serta pengembangan kemampuan berpikir kritis dan pemecahan masalah. Namun, implementasinya masih menghadapi berbagai hambatan, yaitu kurangnya keterampilan dan kesiapan guru dalam merancang pembelajaran yang mindful, meaningful, dan joyful; keterbatasan infrastruktur dan sarana pembelajaran; minimnya dana serta dukungan teknologi; dan kurangnya workshop maupun pelatihan profesional yang berkelanjutan. Upaya yang dapat dilakukan untuk mengatasi hambatan tersebut meliputi peningkatan kompetensi guru melalui pelatihan dan pendampingan, penyediaan sarana dan prasarana yang memadai, optimalisasi dukungan pendanaan, serta penguatan program pengembangan keprofesian berkelanjutan. Dengan demikian, implementasi pendekatan deep learning di PAUD diharapkan dapat berjalan lebih efektif dan mampu menciptakan pengalaman belajar yang bermakna bagi anak usia dini
Co-Authors Alika Aditia Naj Annisha Erdaliameta Cindy Elsya Ramadhani Denisa Z Salsalina Br Ketaren Desy Dwi Rahmawati Ghesya Alya Sumbadri Nyimas Muazzomi sri indriani harianja Yosyfa Melcha Erwan