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Peran Guru dalam Meningkatkan Karakter Kedisiplinan Anak Usia Dini di KB Baiturrohiem dengan Metode Kualitatf Deskriptif Iim Kurniati; Nina Yuminar Priyanti; Lily Yuntina
Jurnal Global Ilmiah Vol. 1 No. 12 (2024): Jurnal Global Ilmiah
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/jgi.v1i12.126

Pendidikan adalah sebuah proses dimana individu mendapatkan pengetahuan, keterampilan, nilai-nilai, dan pemahaman yang diperlukan untuk perkembangan baik secara pribadi maupun sosial di dalam masyarakat. Ini adalah suatu perjalanan yang memungkinkan individu untuk berkembang menjadi pribadi yang lebih baik, serta memberikan kontribusi signifikan bagi lingkungan sekitarnya. Penelitian ini bertujuan untuk menggali peran penting guru dalam meningkatkan pendidikan karakter pada anak usia dini. Melalui tinjauan literatur, penelitian ini menyajikan beberapa aspek yang mempengaruhi peran guru, termasuk metode pembelajaran yang digunakan, pengembangan kurikulum, serta hubungan interpersonal antara guru dan peserta didik. Hasil penelitian ini diharapkan dapat memberikan pemahaman yang lebih baik tentang peran guru dalam karakter kedisiplinan dan memberikan panduan bagi pembuat kebijakan dan praktisi pendidikan dalam memperkuat pendidikan karakter pada anak usia dini dimasa yang akan datang. Berdasarkan hasil penelitian dan pembahasan, simpulan umum dari penelitian ini adalah guru memiliki peran yang sangat penting dalam meningkatkan pendidikan karakter yang ditinjau pada kedisiplinan anak di KB. Baiturrohiem, guru dapat menjadi teladan dalam kedisiplinan dengan menunjukkan sikap yang konsisten, teratur, dan bertanggung jawab kepada anak-anak, guru membantu anak-anak memahami dan mengikuti kegiatan rutinitas harian, melalui bimbingan yang lembut dan positif, guru bekerja sama dengan orang tua untuk menciptakan konsistensi dalam pengajaran kedisiplinan disekolah dan di rumah.

Implementasi Penggunaan Media Pembelajaran Audio Visual Dalam Meningkatkan Konsentrasi Belajar Pada Kelompok B Di Tkit Aqidah Risma Nurjanah; Lily Yuntina; Rizawati Rizawati
Thufuli: Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 1 (2026): Thufuli: Jurnal Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62070/thufuli.v4i1.409

Penelitian ini bertujuan untuk mendeskripsikan implementasi penggunaan media pembelajaran audio visual dalam meningkatkan konsentrasi belajar anak Kelompok B di TKIT Aqidah. Fokus penelitian meliputi perencanaan, pelaksanaan, dan evaluasi penggunaan media pembelajaran audio visual, serta konsentrasi belajar anak selama proses pembelajaran berlangsung. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian terdiri atas kepala sekolah, dua guru Kelompok B, dan sepuluh wali murid sebagai informan pendukung. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data menggunakan tahapan reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa implementasi media pembelajaran audio visual di TKIT Aqidah telah dilaksanakan dengan baik melalui tahapan perencanaan, pelaksanaan, dan evaluasi pembelajaran. Guru memanfaatkan Interactive Flat Panel (IFP)/Smart TV untuk menampilkan video pembelajaran dan aplikasi edukatif, seperti materi manasik haji dan pembelajaran huruf hijaiyah. Penggunaan media audio visual mampu menarik perhatian anak sehingga anak lebih fokus memperhatikan pembelajaran, mampu mengikuti instruksi guru, aktif berpartisipasi dalam kegiatan, tidak mudah terdistraksi, mampu menyelesaikan tugas yang diberikan, serta menunjukkan antusiasme selama pembelajaran berlangsung. Hasil observasi diperkuat oleh hasil wawancara dengan kepala sekolah, guru, dan wali murid yang menyatakan bahwa media audio visual memberikan pengalaman belajar yang lebih menarik, menyenangkan, dan membantu anak memahami materi pembelajaran dengan lebih baik. Hasil penelitian ini memberikan gambaran bahwa penggunaan media pembelajaran audio visual melalui IFP/Smart TV dapat menjadi salah satu alternatif media pembelajaran yang efektif dalam meningkatkan konsentrasi belajar anak usia dini, khususnya pada Kelompok B di TKIT Aqidah.

Pengaruh Pola Asuh Demokratis Terhadap Penalaran Kritis Anak Usia Dini Pada Tk Di Pisangan Timur Jakarta Ati Lestari Andayani; Lily Yuntina; Fitrah Mulyanti
Thufuli: Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 1 (2026): Thufuli: Jurnal Pendidikan Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62070/thufuli.v4i1.410

Penelitian ini bertujuan untuk mengetahui pengaruh pola asuh demokratis terhadap penalaran kritis anak usia dini. Penelitian ini menggunakan pendekatan kuantitatif dengan metode penelitian asosiatif. Populasi dalam penelitian ini berjumlah 60 responden dari beberapa tk diwilayah pisangan timur,yang kemudian terdapat 40 responden yang merespon dan dijadikan sampel penelitian menggunakan sampling jenuh. Pengumpula data dilakukan melalui penyebaran angket yang telah diuji validitas dan reabilitasnya. Analisis data meliputi uji persyaratan analisis berupa uji normalitas galat taksiran regresi sederhana dan uji linearitas, kemudian dilanjutkan dengan analisis regresi linier sederhana menggunakan program IBM SPSS versi 26. Hasil penelitian menunjukan nilai koefisien korelasi (R) sebesar 0.398 yang termasuk dalam kategori hubungan sangat kuat antara pola asuh demokratis dengan penalaran kritis anak usia dini. Selain itu,diperoleh nilai koefisien determinasi (R Square) sebesar 0.155 yang berarti bahwa 15,5% variasi penalaran kritis anak usia dini dipengaruhi oleh pola asuh demokratis, sedangkan 75,7% dipengaruhi faktor lain diluar penelitian ini. Hasil uji hipotesis juga menunjukan nilai signifikansi sebesar 0.012 yaitu lebih kecil dari taeaf signifikasi 0.05(0.012 < 0.05). Dengan demikian ,Ho ditolak dan Ha diterima sehinga dapat disimpulkan bahwa terdapat pengaruh yang positif dan signifikan antara pola asuh demokratis terhadap penalaran kritis anak usia dini. Dengan demikian, semakin baik penerapan pola asuh demokratis oleh orang tua, maka semakin baik pula kemampuan penalaran kritis anak usia dini.

Improving Early Reading Skills Using Interactive Flat Panel (IFP) Flash Media in Group B Fauziah Tusyarih Handayani; Lily Yuntina; Arie Widyastuti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/7y9vfv11

This study aims to improve early reading skills in children aged 5-6 years through Interactive Flat Panel (IFP) flash media at Intan Sunter Kindergarten. The research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of four stages: planning, action, observation, and reflection. The study was conducted in two cycles with 15 children (9 boys and 6 girls) as subjects. Data collection instruments included observation and documentation. The results showed a significant improvement in children's early reading skills from the pre-cycle stage (50.27%) to Cycle I (61.11%), and further increased to 88.33% in Cycle II. This improvement covered six indicators: recognizing letters, recognizing letter shapes, pronouncing letter sounds, connecting letters with their sounds, reading simple syllables, and reading simple words. The IFP media proved effective as it provides an interactive and engaging multisensory learning experience, aligned with the play-based learning characteristics of early childhood. This study recommends the use of IFP media as an innovative learning alternative to enhance early literacy in early childhood education.

Analysis of Teachers' Reflective Experiences in Implementing Play-Based Learning Citra Nastia; Lily Yuntina; Nina Yuminar Priyanti
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/nvzcgr91

This study aims to analyze teachers' reflective experiences in implementing Play-Based Learning at Sparks Preschool Bintaro, a school that adopts Finnish and Singaporean curricula. The research employed a qualitative approach with Creswell's phenomenological design. Data were collected through in-depth interviews, classroom observations, and document analysis. Data analysis was conducted through the stages of data managing, reading and memoing, describing, classifying and interpreting, and representing and visualizing. The findings revealed five main themes: (1) teachers perceive Play-Based Learning as a child-centered learning philosophy; (2) learning activities are intentionally planned based on children's learning modalities and developmental needs; (3) teachers act as flexible facilitators by making adaptive pedagogical decisions according to children's emotional conditions; (4) teachers practice Reflection-in-Action to respond immediately to classroom challenges; and (5) teachers practice Reflection-on-Action to evaluate instructional strategies and learning materials. Reflective practice contributes to improving the quality of Play-Based Learning while strengthening teachers' professionalism by shifting their focus from achieving learning outcomes to supporting children's developmental processes. This study highlights the importance of fostering a reflective culture and collaborative teacher learning communities to optimize the implementation of Play-Based Learning.

The Relationship Between Teacher Competence in the Utilisation of Artificial Intelligence and Critical Thinking Skills in Early Childhood Rizka Annisya Hartini; Arie Widyastuti; Lily Yuntina
Kepompong Children Centre Journal Vol. 3 No. 2 (2026): Kepompong Children Centre Journal
Publisher : Perkumpulan Peneliti Pendidikan dan Pengembangan Anak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62031/yc3thv22

This study aims to determine the correlation between teacher competence in the utilisation of artificial intelligence and the critical thinking abilities of early childhood learners. This type of research is an associative quantitative study with a correlational quantitative design. To obtain data, instruments measuring critical thinking skills in children and teacher competence were used in the form of a Likert scale. The research sample consisted of 43 teachers from a total of 48 teachers in cluster 12 of Sunter Agung Kindergarten. The sampling technique employed was cluster random sampling. The data analysis techniques used were descriptive statistical analysis, inferential statistics, and the necessary analysis requirements tests. The research results indicated that the t-test yielded a calculated t value of 19.879, which is greater than the critical t value of 2.0195 with a significance level of <0.001. This indicates that teacher competence in the utilisation of artificial intelligence significantly affects early childhood learners' critical thinking skills. In other words, the better the teacher competence in applying artificial intelligence, the higher the critical thinking abilities of early childhood learners. The coefficient value obtained (R²) is 0.906, meaning that 90.6% of a teacher's competence in utilising artificial intelligence influences the critical thinking skills of young children, whilst the remainder is influenced by other factors such as teaching methods at school, peer interactions, the wider family environment, learning materials, and the children's biological and psychological factors.

Improving Basic Color Recognition Skills Through Drawing Activities in Playgroups at Sahabat Galaxy Kindergarten Bekasi Kasiati Kasiati; Lily Yuntina; Delina Kasih
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.2005

This classroom action research was motivated by the low ability of children in the Sahabat Galaksi Bekasi kindergarten playgroup to recognize basic colors, distinguish mixed colors, and understand the results of mixing primary colors. This study aimed to determine the improvement in the ability of 3-4-year-old children to recognize basic colors through drawing activities. The method used was Kemmis and McTaggart's classroom action research model, which was carried out in two cycles. The research subjects consisted of 10 children, namely 3 boys and 7 girls. Data were collected through observation, interviews, and documentation, then analyzed descriptively and quantitatively with an emphasis on comparing the average scores for each cycle. The results showed an increase in children's basic color recognition skills, from 33% in the pre-cycle to 73% in Cycle I and 86% in Cycle II. These findings prove that drawing activities are effective in improving basic color recognition skills in early childhood.

Early Literacy Development of 4–5 Year Old Children through the Storytelling Method at SPS Negeri Bale Bermain Gading Kuncup Harmoni, North Jakarta Yuli Herlina; Roza Yenita; Nuligar Hatiningsih; Lily Yuntina; Nina Yuminar Priyanti
Bulletin of Early Childhood Vol. 4 No. 1 (2025): Bulletin of Early Childhood
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bec.v4i1.2014

Literacy is a fundamental foundation for lifelong learning, yet Indonesia continues to face challenges in achieving optimal literacy outcomes, as indicated by the 2022 PISA report. Strengthening literacy from an early age is therefore crucial, and storytelling has been recognized as an effective pedagogical method to stimulate imagination, enhance oral language, and introduce children to narrative structures. This study aims to investigate the role of storytelling in fostering early literacy development among children aged 4–5 years at SPS Negeri Bale Bermain Gading Kuncup Harmoni, North Jakarta. A qualitative descriptive design was employed to capture the experiences of teachers, children, and parents. Data were collected through classroom observations, structured interviews, and document analysis, and analyzed using Miles and Huberman’s interactive model of data reduction, display, and verification, with triangulation applied to ensure validity. The findings reveal four key aspects. First, storytelling was systematically implemented in three stages: preparation, delivery, and post-story activities, supported by varied media such as puppets and picture books. Second, children responded positively by showing attentiveness, enjoyment, and active participation, with evidence of emotional and imaginative engagement. Third, early literacy development was evident in children’s ability to retell narratives, expand vocabulary, and comprehend story structures, with symbolic representation encouraged through post-story tasks. Fourth, the learning environment—characterized by quietness, comfort, inclusivity, and literacy-rich resources—was found to be essential in supporting storytelling success. This study concludes that storytelling is not merely an entertaining classroom activity but a powerful literacy strategy that enhances multiple dimensions of early literacy. The research highlights the importance of teacher creativity, environmental support, and family involvement in maximizing the potential of storytelling as an effective pedagogical tool in early childhood education.

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