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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Jurnal Elementaria Edukasia International Journal of Educational Qualitative Quantitative Research
Irfan Fauzi Rahmat
Universitas Muhammadiyah Cirebon
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Prıncıpal Leadershıp And Teacher Performance On Student Success Halim Purnomo; Mahpudin Mahpudin; Cahyo Setiadi Ramadhan; Abdul Karim; Irfan Fauzi Rahmat
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9145

Abstract

The determinants of student achievement in schools are widely studied, including factors at school. Research on principal leadership, teacher performance, and student success has been carried out by many other researchers with varied results. This study aims to explain these two factors on student achievement based on teacher and student assessments. The research method used is quantitative through survey techniques. Statistical analysis used is non-parametric statistic Mean-Withney test. This research compared perceptions of teachers and students, male and female, from two school institutions. The comparison results show that both teachers and students agree that the principal has an effect on student achievement (U = 364,000; p = 0.229). In addition, teachers and students agreed that teacher support affected student achievement (U = 369,000; p = 0.266). These results indicate that both students and teachers see a relationship between the leadership role of school principals and teacher performance with student success. These findings can contribute to the development of psychology and education.
Enhancing Early Literacy: The Effect of Flashcard-Based Learning Media on Consonant Letter Recognition in Early Childhood Education Yayah Usriyah; Irfan Fauzi Rahmat; Abdul Muiz Rouf
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.208

Abstract

Visual discrimination of letters with similar graphic forms (e.g., b, d, p, q) presents a significant cognitive challenge in early childhood literacy development. This study investigates the effect of flashcard-based learning media on enhancing consonant letter recognition among young learners. Utilizing a Classroom Action Research (CAR) design spanning two iterative cycles, the intervention involved 15 children aged 4–5 years at a purposively selected early childhood education center in Indonesia. Data were gathered through structured observations, semi-structured teacher interviews, and pedagogical documentation. The findings revealed a progressive improvement in children’s letter recognition and visual differentiation capabilities. The mastery rate increased significantly from a baseline of 26.67% in the pre-cycle stage to 53.33% in Cycle I, ultimately achieving 80.00% in Cycle II. The integration of high-contrast, interactive flashcards combined with game-based learning effectively mitigated mirror-letter confusion by reducing cognitive load and enhancing visual retention. Furthermore, the approach stimulated active participation and learning motivation. These results suggest that structured visual media serve as a critical scaffold for early orthographic processing. This study contributes to early childhood pedagogy by providing an empirical framework for addressing specific letter-reversal difficulties through targeted visual stimulation.
Fostering Early Numeracy through Natural Loose Parts: A Nature-Based Pedagogical Approach in Early Childhood Classrooms Rosmayanti Rosmayanti; Irfan Fauzi Rahmat; Aip Syarifudin
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.228

Abstract

Early numeracy lays a critical foundation for abstract mathematical reasoning; however, conventional early childhood instruction frequently relies on abstract, worksheet-driven tasks that hinder active cognitive engagement. Framed by embodied cognition and constructivist theories, this practitioner action research evaluated the impact of a nature-based loose parts pedagogy, utilizing twigs, leaves, seeds, and stones, on early numeracy acquisition among 15 preschool children aged 4 to 5 years across two action cycles. Data were collected using validated observation rubrics, performance assessments, and video documentation. Results demonstrated substantial gains in developmental mastery, expanding from a baseline of 20.00% to 40.00% in Cycle I, and reaching 80.00% in Cycle II. Inferential verification confirmed that these gains were statistically significant (p < 0.001) with an exceptionally large effect size (r = 0.89). Granular analysis revealed that one-to-one correspondence achieved the highest growth trajectory, surging by +1.80 points on a 4-point scale (a 107.78% relative increase). Parallel improvements were recorded in teacher instructional facilitation (69.44% to 86.11%) and student active engagement (68.05% to 83.33%). Natural loose parts provided tactile-sensory scaffolding that mediated the cognitive transition from concrete physical manipulation to spatial-numerical mapping and symbolic abstraction. This research establishes nature-based loose parts pedagogy as an equitable, scalable, and low-cost early STEM intervention that bridges concrete tactile exploration with abstract mathematical reasoning.
Eco-Friendly Pedagogy: Utilizing Recycled Materials in Stamping Activities to Foster Pre-Writing Skills in Toddlers Ifah Nurrohmah; Aip Syarifudin; Irfan Fauzi Rahmat
International Journal of Educational Qualitative Quantitative Research Vol. 5 No. 1 (2026)
Publisher : Qualitative and Quantitative Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58418/ijeqqr.v5i1.231

Abstract

Pre-writing readiness in toddlers aged 2.5 to 3 years requires fine sensory-motor integration, yet conventional early childhood instruction heavily relies on abstract paper-and-pencil worksheets that frequently induce motor fatigue and disinterest. Grounded in Gibson's Affordance Theory and Eco-Friendly Pedagogy, this study evaluated the efficacy of a two-dimensional stamping intervention utilizing upcycled loose-part materials to foster graphic-motor readiness in early childhood classrooms. Employing a Practitioner-Led Action Research design embedded within a Design-Based Research framework across two cycles, the investigation involved a purposive sample of 14 toddlers aged 2.5 to 3 years at an early childhood learning center. Data were collected using a validated Graphic-Motor Readiness Rubric and analyzed using non-parametric statistics, with inter-rater reliability confirmed by Cohen's Kappa (k = 0.86). Quantitative findings demonstrated a statistically significant improvement in graphic-motor skills, with the overall median score progressing from 1.50 at baseline (IQR = 0.50) to 2.60 in Cycle II (IQR = 0.50), achieving a 65.1 percent target mastery rate. Wilcoxon Signed-Rank Testing confirmed significant cumulative performance gains (Z = -3.32, p = 0.001) accompanied by an exceptionally large effect size (r = 0.89). Qualitative observations revealed a dramatic surge in behavioral task persistence, expanding from an average of less than 4 minutes during worksheet tasks to 18 to 22 minutes per eco-stamping session. Upcycled materials functioned as active sensorimotor catalysts whose tactile affordances elicited adaptive digital grasp mechanics and dynamic force regulation. This study provides a cost-effective, sustainable pedagogical model for replacing abstract worksheets with tactile loose-part experiences in early childhood education.
Bermain Peran sebagai Upaya Meningkatkan Keterampilan Sosial Anak Kelompok B TK Giardinni Bangodua Siti Juliah; Andi Ali Kisai; Irfan Fauzi Rahmat
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 2 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i2.12373

Abstract

Keterampilan sosial merupakan salah satu aspek penting dalam perkembangan anak usia dini karena berkaitan dengan kemampuan anak berinteraksi dan menyesuaikan diri dalam lingkungan sosial. Berdasarkan observasi awal di Kelompok B TK Giardinni Bangodua, ditemukan bahwa beberapa anak masih mengalami kesulitan dalam memahami dan menaati aturan serta sabar menunggu giliran dalam kegiatan bersama. Penelitian ini bertujuan untuk meningkatkan keterampilan sosial anak melalui metode bermain peran di Kelompok B TK Giardinni Bangodua. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan desain Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus. Subjek penelitian berjumlah 15 anak kelompok B dengan rentang usia 5–6 tahun. Pengumpulan data dilakukan melalui observasi dan unjuk kerja, sedangkan analisis data menggunakan persentase ketercapaian pada setiap indikator. Hasil penelitian menunjukkan adanya peningkatan keterampilan sosial anak setelah penerapan metode bermain peran. Pada kondisi pra tindakan, kategori Berkembang Sangat Baik (BSB) pada indikator memahami dan menaati aturan serta sabar menunggu giliran masing-masing sebesar 6,67%. Pada Siklus I pertemuan ketiga, capaian BSB meningkat menjadi 53,33% dan 60,00%. Selanjutnya, pada Siklus II pertemuan ketiga, kedua indikator mencapai 86,67%, sehingga melampaui indikator keberhasilan penelitian sebesar 80%. Dengan demikian, metode bermain peran dapat menjadi salah satu alternatif kegiatan pembelajaran untuk meningkatkan keterampilan sosial anak usia dini, khususnya dalam memahami dan menaati aturan serta sabar menunggu giliran.
IMPLEMENTASI MEDIA PEMBELAJARAN BERBASIS AI CANVA TERHADAP KEMAMPUAN KOGNITIF ANAK USIA DINI KELOMPOK A DI TK AL-MUHAJIRIN Lulu Nadiyah; Irfan Fauzi Rahmat; Andi Ali Kisai
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 3 (2026): Volume 11 No. 3, September 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i3.58817

Abstract

This study aims to develop an interactive learning medium based on AI Canva to improve the cognitive ability of group A early childhood students at TK Al-Muhajirin, Peusing Village, Jalaksana District, Kuningan Regency. This research is a research and development (R&D) study using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of this study were group A students, consisting of an individual trial with three children and a small-group trial with ten children, along with a material expert, a media expert, and the classroom teacher as validators. Data were collected through expert validation questionnaires, child response observation sheets, and semi-structured interviews, then analyzed descriptively using quantitative and qualitative approaches. The results show that the AI Canva-based learning media obtained a mean score of 2.57 (good category) from the material expert, 3.64 (very good category) from the media expert, and a response percentage of 87.69% (very good category) from the group A trial. The implementation of the media also indicated an improvement in children's cognitive ability in learning and problem-solving, logical thinking, and symbolic thinking. These findings indicate that AI Canva-based learning media is valid, practical, and effective for stimulating the cognitive development of early childhood group A students.
Co-Authors Abdul Karim Abdul Muiz Rouf Andi Ali Kisai Ifah Nurrohmah Lulu Nadiyah Mahpudin Purnomo, Halim Ramadhan, Cahyo Setiadi Rosmayanti Rosmayanti Siti Juliah Syarifudin, Aip Yayah Usriyah