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All Journal Jurnal Pengabdian Masyarakat Formosa (JPMF) JURNAL PENA PAUD International Conferences On Early Childhood Education Proceedings
Irma Yuliantina
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Computer Science & IT Decision Sciences, Operations Research & Management Education Public Health Social Sciences Other

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The THE IMPACT OF DIFFERENTIATED LEARNING FOR EARLY CHILDHOOD fauzia_herli noviampura; Irma Yuliantina; Isye Syoleha
International Conferences on Early Childhood Education Proceedings Vol 1 No 2 (2023): International Conference on Early Childhood Proceeding
Publisher : Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/icec.v1i2.124

Abstract

Currently, learning in early childhood is still dominated by teacher-centred learning, especially with the use of package books, student worksheets and magazines that homogenise children's activities in the classroom. This is also reinforced by the results of research on kindergarten teachers in Pesanggrahan District, South Jakarta, as many as 72.7% have not implemented differentiated learning. Differentiated learning includes approaches that are tailored to individual needs and abilities, so as to cater for the diversity of children in the classroom. In this context, teachers can provide different activities to each child, based on their interests, talents and developmental level. Thus, children can develop their imagination, problem-solving and critical thinking skills through fun and challenging learning. This research uses a qualitative descriptive method in which researchers conduct research on an object with natural or real conditions to create a systematic overview or detailed description that is factual and accurate. The implementation of differentiated learning encourages children to be more creative in expressing their ideas. Through this approach, children are given the opportunity to develop divergent thinking skills, be creative and innovate. Teachers can also provide developmentally appropriate challenges, activities that encourage children to think 'out of the box' and find unique solutions. In this learning process, children will feel more motivated and feel they have an active role in achieving learning goals. The results show that teachers who were trained in theory and practice can implement differentiated learning in their classrooms and show changes in children's abilities to be more critical, able to solve problems, convey ideas and be able to work together with their friends.
ELEVATED EARLY CHILDREN'S CREATIVITY THROUGH DIFFERENTIATE LEARNING yunita yunita; Irma Yuliantina; Johana Kastanja; Yunita Damayanti; Anna Jacob; Heny Haryanti
International Conferences on Early Childhood Education Proceedings Vol 1 No 2 (2023): International Conference on Early Childhood Proceeding
Publisher : Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/icec.v1i2.128

Abstract

The prevalence of conventional learning carried out by teachers where learning is still teacher-centered results in low child creativity, an approach that encourages increased child creativity is needed. One approach that allegedly increases children's creativity is through a differentiated learning process. Creativity is generating new ideas, solving problems, and thinking outside conventional boundaries. Differentiated learning is a strategy in which all children have the same learning goals, but teachers vary teaching methods to meet children's needs and vary the complexity of tasks and learning support for each child. Through this approach, teachers can design learning experiences that are relevant, challenging, and interesting for children. Differentiated learning can increase creativity in early childhood; First, this approach allows the teacher to understand each child's individual needs and provide appropriate support. Second, by emphasizing diverse learning experiences, children have the opportunity to develop their imagination, develop new ideas, and overcome creative challenges. The purpose of this paper is to analyze how to create differentiated learning strategies that can be used to increase creativity in early childhood. This study used a descriptive qualitative method. Differentiation learning encourages teachers to use interesting materials, organize creative learning spaces, provide challenges that are appropriate to the child's developmental level, and provide positive and constructive feedback. Through a differentiated learning approach, children can develop their creative potential from an early age, which will positively impact their future development.  
The Role of Educators and Parents in Individual Learning Programs for Early Age Children with Special Needs at School and at Home in Kembangan District, West Jakarta Irma Yuliantina; Sukiman; Isyfan Rizqi Wahyunanda; Eni Nuraeni; Sri Daryani; Dyah Khoirunnisa
Jurnal Pengabdian Masyarakat Formosa Vol. 3 No. 6 (2024): December 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jpmf.v3i6.13461

Abstract

The Community Service Program (PKM) aims to increase the role of educators and parents in supporting the Individual Learning Program (PPI) for early childhood children with special needs in Kembangan District, West Jakarta. This activity includes socialization, data collection through the distribution of assessment instruments, pre, posttest, BIMTEK, monitoring, evaluation. The method used involves observation, interviews. The implementation process lasted five months. The results show increased understanding of educators and parents, better synergy between school and home, as well as a positive impact on children's cognitive, social emotional, behavioral and motor development. This program has the potential to become a model for improving inclusive education in Indonesia, with a significant contribution to the PAUD environment in Indonesia.
PKM Analysis of Accreditation Results as a Basis for Quality Assurance for PAUD in Magelang Regency Irma Yuliantina; Arrumaisha; Eka Wartani; Himmatul Jazriyah; Tanti Kartikasari; Wiwiek Sumayni
Jurnal Pengabdian Masyarakat Formosa Vol. 3 No. 3 (2024): June 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jpmf.v3i3.10226

Abstract

Community Service in collaboration with the District Education Office. Magelang aims to carry out an analysis of the results of PAUD accreditation which is carried out to determine the strengths and weaknesses of PAUD implementation. Based on the results of this analysis, it is hoped that PAUD managers can develop a comprehensive quality assurance program. Preparation is carried out by analyzing the results of the accreditation findings for each accredited educational unit. The implementation was carried out using the lecture method, namely presentation techniques, followed by a question and answer discussion and preparation of a Follow-up Plan as a form of Technical Guidance activity. Activity evaluation is carried out for each stage by collecting and summarizing data from each activity stage. The results of each unit's Bimtek activities create an RTL to improve service quality and improvements are carried out in accordance with the technical guidance carried out.
Development of Number Board Media for Early Childhood Pre-Mathematics Introduction Ulva; Debie Susanti; Irma Yuliantina
JURNAL PENA PAUD Vol. 6 No. 2 (2025): DECEMBER
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jpp.v6i2.44837

Abstract

Early numeracy skills are essential for supporting cognitive development in early childhood education. Observations at TK Yapis Ash Siddiq in Central Papua indicated that many children aged 5–6 years continued to have difficulty recognising and understanding numbers. Therefore, this study aimed to describe the conditions of numeracy learning among children at TK Yapis Ash Siddiq, develop a number board learning medium suited to early childhood characteristics, assess its feasibility, and test its effectiveness in improving numeracy skills. This research employed a Research and Development (R&D) approach using the ADDIE model, encompassing analysis, design, development, implementation, and evaluation. A purposive sampling technique was used to select 12 children aged 5-6 years. A one-group pretest-posttest design was used to measure media effectiveness. Validation results from material and media experts yielded feasibility scores of 90% and 95%, categorised as highly feasible. The average numeracy score increased from 1.6 (on a 4-point scale) to 3.1 (on a 4-point scale), with an N-Gain of 0.64 (medium–high category). Observations also showed that children were highly enthusiastic and actively participated during learning. These results indicate that the number board is both feasible and effective as a learning tool for enhancing early numeracy skills in early childhood education.
Development of Pop-Up Book ‘Ayo Siaga Bencana’ to Cultivate Disaster Mitigation Awareness in Early Childhood Khoirunnisa, Dyah; Lilis Suryani; Irma Yuliantina
JURNAL PENA PAUD Vol. 6 No. 2 (2025): DECEMBER
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jpp.v6i2.45048

Abstract

This study aims to develop the Pop Up Book media "Ayo Siaga Bencana" (Let's Be Prepared for Disaster) to foster disaster mitigation awareness in early childhood. The development model used is ADDIE (Analysis, Design, Development, Implementation, Evaluation), but this study is limited to the limited scale implementation stage. The research approach uses mixed methods with children aged 5-6 years old group B at the Kembangan District PAUD institution. Needs analysis was conducted through observation, interviews, and teacher and parent questionnaires. The Pop Up Book product was validated by three experts (material, media, and practitioners) with very high feasibility percentage results, respectively 87.5% (material experts), 95% (media experts), and 87.5% (practitioner experts). The trial was carried out in stages (individual, small group, large group) in three PAUD institutions, then a limited scale implementation was carried out on 10 children in group B of Al-Ikhlas Joglo PAUD. The results showed a teacher response of 97.5% (very good category) and a child response of 95% (very good category). Thus, this Pop-Up Book is deemed suitable, engaging, and effective as a disaster mitigation learning medium for early childhood. This medium can increase children's attention, enthusiasm, and understanding of simple disaster management steps, making it an innovative alternative for preparedness education in early childhood education (PAUD).
Co-Authors Anna Jacob Arrumaisha Debie Susanti Dyah Khoirunnisa Eka Wartani Eni Nuraeni fauzia_herli noviampura Heny Haryanti Himmatul Jazriyah Isye Syoleha Isyfan Rizqi Wahyunanda Johana Kastanja KHOIRUNNISA, DYAH Lilis Suryani Sri Daryani Sukiman Tanti Kartikasari Ulva Wiwiek Sumayni Yunita Damayanti yunita yunita