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All Journal Jurnal Pendidikan Usia Dini GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Studi Guru dan Pembelajaran Journal of Early Childhood Education (JECE) Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Scientific Research, Education, and Technology Al Hanin
Susanti, Debie
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Religion Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Social Sciences Other

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Pengaruh Kreativitas dan Kecerdasan Musikal Terhadap Fungsi Eksekutif Anak TK B di Telaga Asih Jawa Barat Naif, Maria Marlena; Susanti, Debie
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 1 (2024): January - April 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.1.2024.3498

Abstract

This research aims to investigate the influence of creativity and musical intelligence on the executive function of Kindergarten B children in West Java province, especially in Kel. Telaga Asih. The survey method was used with a quantitative approach, regression analysis, F test, and SPSS. The questionnaire was filled out by parents from 4 kindergartens who were randomly selected using the multistage custom random sampling method. Data obtained from the parent questionnaire will be processed using the regression analysis method to investigate the relationship between creativity and musical intelligence and the executive function of Kindergarten B children. The F test will be used to test the significance of this relationship. It is hoped that the results of this research will provide a better understanding of the influence of creativity and musical intelligence on the executive function of Kindergarten B children. This can help develop more effective educational programs to improve the executive function abilities of Kindergarten B children in West Java, especially in Telaga Asih Village It is hoped that the conclusions of this research can be a guide for educators and educational planners to increase the creativity and musical intelligence of Kindergarten B children in order to optimize their executive function.
The Development of a Mindful Explorer Learning Model to Enhance Emotional Regulation in Children Aged 4–5 Years Rachmawati, Miranti; Priyanti, Nita; Susanti, Debie
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1062

Abstract

This study aimed to develop and examine the feasibility and effectiveness of the Mindful Explorer learning model in improving emotional regulation in children aged 4–5 years. The study employed a Research and Development (R&D) approach using the ADDIE development model, which consists of the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects were children aged 4–5 years at TK Negeri Pembina Purwakarta. The experimental group consisted of 10 children who received learning activities using the Mindful Explorer model. Data were collected through observations, interviews, expert validation, and assessment sheets. The results of expert validation indicated that the model was highly feasible, with a validation score of 95.56%. This result shows that the model meets the required standards in terms of content suitability, learning methods, media, evaluation instruments, and learning objectives. The effectiveness test showed an improvement in children’s emotional regulation after the implementation of the Mindful Explorer model. Based on the N-Gain calculation, the average N-Gain score was 0.55 (moderate category), with a percentage increase of 31.46% from the pretest to the posttest. The improvement was reflected in children’s ability to recognize emotions, control emotional responses, and express feelings more adaptively during learning activities. Therefore, the Mindful Explorer learning model is considered highly feasible and effective as an innovative learning approach to support emotional regulation development in early childhood.
Development of the DIY (Do-It-Yourself) Learning Model to Improve Problem-Solving Skills of Children Aged 5–6 Years Purbasari, Utami; Susanti, Debie; Priyanti, Nita
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1063

Abstract

Problem-solving skills are essential competencies that need to be developed during early childhood education. However, learning practices in many early childhood institutions are still teacher-centered, limiting children's opportunities to explore and solve problems independently. This study aimed to develop and examine the effectiveness of a DIY (Do-It-Yourself) learning model to improve problem-solving skills among children aged 5–6 years. The research employed a Research and Development (R&D) approach adapted from the ADDIE model consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness of the model was tested using a pre-experimental design with a one-group pretest–posttest approach. The research participants consisted of 14 children from Group B at TK Negeri Parakanlima, Purwakarta. Data were collected using observation sheets measuring four indicators of problem-solving ability. The results showed a significant improvement in children's problem-solving skills, with the average score increasing from 52.43 in the pretest (developing category) to 80.36 in the posttest (very well-developed category). The N-Gain value of 0.65 indicated a moderate-to-high effectiveness level. The findings demonstrate that the DIY learning model can provide meaningful learning experiences through hands-on construction activities using recycled materials, encouraging children's independence, creativity, and critical thinking. Therefore, the DIY learning model can serve as an innovative pedagogical alternative to support the development of problem-solving skills in early childhood education.
Development of LULABLOCKS: Textured Color Blocks to Enhance Fine Motor Skills in Children Aged 4–6 Years Nurlaeli, Leli; Priyanti, Nita; Susanti, Debie
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1064

Abstract

This study aimed to develop textured color smart blocks called “LULABLOCKS” and examine their feasibility and effectiveness in improving fine motor skills in children aged 4–6 years. The study employed the ADDIE development model consisting of five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects consisted of 40 children aged 4–6 years at TK Trisula Perwari, Purwakarta Regency. Data were collected through observations, interviews, expert validation, and fine motor skill assessments using pre-test and post-test measurements. The results of the study indicate that: (1) the LULABLOCKS textured color smart blocks were successfully developed with key features including texture variations, interlocking connection systems, diverse colors and shapes, and comprehensive usage guidelines; (2) expert validation results showed an average feasibility score of 88.8% (very valid category), with the highest score obtained in the aspect of usefulness for fine motor skill development (100%); and (3) there was a significant improvement in children's fine motor skills, increasing from an average score of 2.11 (52.6%) in the pre-test to 3.29 (82.2%) in the post-test, representing an improvement of 29.6%, with statistical significance indicated by t-count 18.72 > t-table 2.02 (p < 0.05). The 4–6 years age group showed the highest improvement (30.7%). Teacher and student responses were highly positive, with an acceptance level exceeding 80%. In conclusion, the LULABLOCKS textured color smart blocks are valid, practical, and effective in improving fine motor skills in early childhood, particularly in the aspects of grasping and manipulating small objects.
Development Of Smart Cube Learning Media To Improve Critical Thinking Skills In Children Aged 4–5 Years Badriah, Dewi; Priyanti, Nita; Susanti, Debie
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1065

Abstract

This study aims to develop Smart Cube learning media based on problem-solving activities to improve the critical thinking skills of children aged 4–5 years. The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research subjects included children aged 4–5 years and early childhood teachers. Data were collected through observation, interviews, questionnaires, and documentation. The data were analyzed using descriptive quantitative and qualitative techniques. Product validation was conducted by media experts and material experts to determine the feasibility of the developed learning media. The results of the study indicate that the needs analysis revealed the importance of providing concrete, attractive, and interactive learning media capable of stimulating children's critical thinking activities. The developed Smart Cube met both theoretical and empirical feasibility criteria and was categorized as feasible to highly feasible based on expert validation results. Limited trials showed that the Smart Cube was easy for teachers to use and received positive responses from children during learning activities. Furthermore, the effectiveness test demonstrated that the use of Smart Cube learning media effectively improved the critical thinking skills of children aged 4–5 years. Quantitatively, there was an increase in children's critical thinking abilities after the use of the media. Qualitatively, children showed improvements in activeness, curiosity, simple problem-solving abilities, and confidence in expressing their opinions. Therefore, Smart Cube can serve as an innovative and practical learning medium to support the development of critical thinking skills in early childhood education.
Development Of The “Rumah Pintar Gembira (Maharia)” Learning Media To Improve Cognitive Abilities Of Early Childhood Nirwani, Nura Puspa; Puridawaty, Brigita; Susanti, Debie
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 5 No. 1 (2026): Vol. 5 No. 1 2026
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v5i1.1066

Abstract

This study aims to develop an innovative learning medium called Rumah Pintar Gembira (MAHARIA) to improve the cognitive abilities of early childhood. The research was conducted using a Research and Development (R&D) approach with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The study was carried out in two early childhood education institutions, namely TK Sukakarya and TK Cemerlang in Sukabumi City, with children aged 4–5 years as the research subjects. The needs analysis revealed that cognitive learning media used in both institutions were limited and mostly consisted of worksheets and static picture cards. Most teachers (78–90%) expressed the need for concrete, manipulative, and interactive learning media, while the average cognitive ability of children was still in the low category (43.7%). Based on these findings, the MAHARIA learning media was developed in the form of a three-dimensional miniature house equipped with eight learning activity components designed to stimulate number recognition, one-to-one correspondence, classification skills, and simple problem-solving abilities. The feasibility of the media was validated by three experts consisting of one media expert and two material experts, resulting in an average feasibility score of 75.3%, categorized as feasible with revision. The effectiveness test was conducted using a comparative experimental design. The experimental group obtained an average N-Gain score of 0.51 (moderate category), which was higher than the comparison group with an average N-Gain score of 0.28 (low category). These findings indicate that the MAHARIA learning media contributes positively to improving early childhood cognitive abilities compared to conventional learning media. Therefore, the MAHARIA learning media can serve as an alternative innovative learning medium to support cognitive development in early childhood education.
Co-Authors Amperawati, Lilis Anggraini, Herlianti Badriah, Dewi BRIGITA PURIDAWATY Farista, Dian Gustina, Hera Jaslina Lesmana, Diana Earlyana Mildasari, Mildasari Muniroh, Durrotul Naif, Maria Marlena Nirwani, Nura Puspa Nita Priyanti Nurlaeli, Leli Palupi, Diana Indah Pertiwi, Hikmah Purbasari, Utami Rachmawati, Miranti Rahmani, Emma Suwardi, Fitri Laila Triastutik, Mei Waranggraini, Ludgardis Wonga Wulandari, Asnawati Yusnita, Erlin