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All Journal AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Caksana: Pendidikan Anak Usia Dini Jambura Early Childhood Education Journal MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Pengabdian Kepada Masyarakat Patikala Journal of Education Research Jurnal Mutiara Pendidikan Indonesian Journal of Early Childhood Educational Research MUALLIMUN : JURNAL KAJIAN PENDIDIKAN DAN KEGURUAN ECEJ Early Childhood Education Journal
Kurnia R, Rika
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Meningkatkan Kemampuan Bahasa Reseptif Anak Usia Dini dengan Bermain Bisik Berantai Iksan, Nurazizah Munifah; Amal, Azizah; Kurnia R, Rika
Journal of Education Research Vol. 5 No. 3 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i3.1304

Abstract

Pendidikan anak usia dini merupakan upaya untuk merangsang, membimbing, mengasuh dan memberikan kegiatan pembelajaran yang dapat menghasilkan potensi dan keterampilan anak.Penelitian bertujuan untuk mengetahui pengaruh permainan bisik berantai terhadap kemampuan bahasa reseptif anak usia lima sampai enam tahun di Taman Kanak – Kanak Islam Nurussalam Maros. Pendekatan penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis penelitian Quasi Eksperimental Design. Populasi dalam penelitian ini adalah dua puluh anak. Pengambilan sampel dalam penelitian ini menggunakan sampling jenuh. Sampel terdiri dari dua puluh anak, sepuluh anak kelompok eksperimen, sepuluh anak kelompok kontrol. Teknik pengumpulan data meliputi tes, observasi, dan dokumentasi. Teknik analisis data yang digunakan adalah analisis statistik deskriptif dan uji statistik nonparametrik. Berdasarkan hasil penelitian uji uji wilcoxon, diperoleh ada perubahan rata – rata kemampuan bahasa reseptif anak usia lima sampai enam tahun di Taman Kanak – Kanak Islam Nurussalam Maros, ada pengaruh permainan bisik berantai terhadap kemampuan bahasa reseptif anak usia lima sampai enam tahun di Taman – Kanak Islam Nurussalam Maros.
Developing a Congklak-Based Module to Enhance Early Childhood Number Recognition in the Independent Curriculum Insani, Andi Hidayah; Herlina, Herlina; Ilyas, Sitti Nurhidayah; Bachtiar, Muhammad Yusri; Hajerah, Hajerah; Kurnia R, Rika
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 1 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i1.15309

Abstract

Number recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬á┬áNumber recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬áKeywords: Congklak Game Module, Independent Curriculum, Number Recognition, Early Childhood Education
Development of “SITAYA” Interactive Multimedia (Solar System) to Stimulate Science Ability in Children Aged 5–6 Years Buabara, Hanisa; Syamsuardi, Syamsuardi; Kurnia R, Rika; Herlina, Herlina
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 1 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i1.16119

Abstract

Early childhood science learning requires engaging and interactive media to support children’s curiosity and conceptual understanding, particularly for abstract topics such as the solar system. Interactive multimedia is considered an effective alternative to overcome limitations in conventional teaching methods for children aged 5–6 years. This study aimed to (1) describe the actual need for SITAYA (Solar System) interactive multimedia in stimulating science abilities in children aged 5–6 years, (2) determine the validity and practicality of the developed multimedia, and (3) examine its effectiveness in improving children’s science skills. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. Data were collected through observations and questionnaires. The research subjects involved four teachers and thirty children aged 5–6 years. Data analysis was conducted to assess validity, practicality, and effectiveness, as well as to test the research hypotheses. The results showed that SITAYA interactive multimedia was highly needed by teachers, as it was perceived as practical, attractive, and effective in stimulating children’s science abilities. Expert validation indicated that the multimedia met the valid criteria, while practicality assessment showed a very practical category. Effectiveness testing demonstrated that the multimedia was categorized as very effective. The findings revealed that the alternative hypothesis (H₁) was accepted and the null hypothesis (H₀) was rejected, indicating a significant effect of SITAYA interactive multimedia on the science abilities of children aged 5–6 years. Therefore, it is suggested that SITAYA interactive multimedia be integrated into early childhood science learning to enhance children’s understanding and engagement with scientific concepts.
Development of Pop-Up Scrapbook Learning Media to Enhance Basic Literacy Skills in Children Aged 5–6 Years Hijriah, Hijriah; Marzuki, Kartini; Herman, Herman; Kurnia R, Rika; Herlina, Herlina
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 1 (2025)
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/ijecer.v4i1.16152

Abstract

This study aims to: (1) identify the need for developing pop-up scrapbook learning media to improve the basic literacy skills of children aged 5–6 years; (2) describe the design of pop-up scrapbook learning media for improving basic literacy skills of children aged 5–6 years; (3) examine the validity and practicality of pop-up scrapbook learning media; and (4) determine the effectiveness of pop-up scrapbook learning media in improving the basic literacy skills of children aged 5–6 years. The research employed a Research and Development (R&D) method using the ADDIE development model, which consists of analysis, design, development, implementation, and evaluation stages. Data were collected through interviews, observations, and questionnaires. The results show that: (1) the initial analysis indicates that children’s basic literacy skills are still relatively low, and teachers strongly support the development of innovative learning media to improve literacy skills among children aged 5–6 years; (2) the design of the pop-up scrapbook learning media was developed through several stages, including needs analysis, media production, preparation of a media user guide, teacher response questionnaires, and observation sheets for assessing children’s basic literacy skills; (3) the validation results from expert validators indicate that the pop-up scrapbook learning media is categorized as very valid and suitable for classroom implementation, while the practicality assessment by the Class B1 teacher places the media in the very practical category; and (4) the effectiveness test based on pre-test and post-test results demonstrates a significant improvement in children’s basic literacy skills after the implementation of the pop-up scrapbook learning media. Therefore, the developed media is considered highly effective for use in classroom learning to enhance the basic literacy skills of children aged 5–6 years.
Pengaruh Footprints Game terhadap Kemampuan Motorik Kasar Anak Usia 5-6 Tahun Maghfirah, Maghfirah; Yusri Bachtiar , Muhammad; Kurnia R, Rika
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2025): Juli
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v6i1.1346

Abstract

Perkembangan motorik kasar anak usia dini sering kali belum optimal karena kurangnya stimulasi edukatif yang sesuai. Penelitian ini bertujuan untuk mengetahui pengaruh permainan Footprints terhadap keterampilan motorik kasar anak usia 5–6 tahun. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental model pretest-posttest. Sampel terdiri dari 18 anak yang dipilih secara purposive dan dibagi menjadi dua kelompok, yaitu eksperimen dan kontrol, masing-masing sembilan anak. Kelompok eksperimen diberikan permainan Footprints, sedangkan kelompok kontrol melakukan aktivitas berjalan di papan titian selama enam pertemuan. Data dikumpulkan melalui observasi, tes, dan dokumentasi, kemudian dianalisis menggunakan uji Wilcoxon Signed Rank Test. Hasil analisis yang menunjukkan nilai Asymp. Sig. (2-tailed) = 0,008 < 0,05, sehingga permainan Footprints terbukti memiliki pengaruh signifikan terhadap peningkatan keterampilan motorik kasar anak.  Kebaruan penelitian ini terletak pada modifikasi permainan Footprints melalui penerapan pola gerak progresif dan pendekatan multisensorik yang mengintegrasikan stimulasi visual, instruksi verbal, serta musik bertempo, sehingga memberikan alternatif stimulasi motorik kasar yang lebih terstruktur, menyenangkan, dan sesuai dengan karakteristik pembelajaran anak usia dini.
Co-Authors Ahmad Razak, Ahmad Razak Amri, Nur Alim Angri Lismayani Asti, A Sri Wahyuni AZIZAH AMAL Bakri, Tri Sugiarti M Buabara, Hanisa Dawe, Maryani Delvhina Manga Hajerah Herlina Herlina Herlina Herman Hijriah, Hijriah Iksan, Nurazizah Munifah Ilyas, Sitti Nurhidayah Inrawulan, Inrawulan Insani, Andi Hidayah Ismawati Ismawati Lina, Sitti Nur M. Yogi Riyantama Isjoni Maghfirah Maghfirah Marzuki, Kartini Muhammad Yusri Bachtiar, Muhammad Yusri Nur Maharani Islami, Andi Nurhikmah Nurhikmah Nurkhalisa, Nurkhalisa Nurul Jamiah Sidiq Rimang Rusmayadi Rusmayadi Suardi Syamsuardi Saodi Syamsuardi Syamsuardi Tri Sugiarti, Tri Yusri Bachtiar , Muhammad Yusri Bachtiar, Muhammad