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All Journal Jurnal Pendidikan Usia Dini Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Surifah, Jamilatus
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Education Social Sciences Other

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Enhancing Logical Thinking in Preschoolers: The Educational Block Media Approach Kurniawati, Febriana; Surifah, Jamilatus; Tohani, Entoh; Rolina, Nelva
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 1 (2024)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2024.91-06

Abstract

The capacity for logical thinking is crucial in early childhood development, facilitating the ability to reason and analyze from multiple perspectives to form concrete conclusions. This study investigates the effect of educational block media on enhancing logical thinking abilities among preschool children aged 4-5 years. Employing a quasi-experimental design with a pretest-posttest control group format, the research aims to evaluate the effectiveness of these tools in an educational setting. Forty children from a kindergarten class were chosen through purposive sampling as the study's participants. The data collection involved administering performance tests, both before and after the introduction of the educational blocks, to assess the children's logical thinking skills quantitatively. Statistical analysis was performed using SPSS 21, which included tests for Normality, Homogeneity, and the Independent Sample t-test to compare the experimental and control groups' scores. The results showed that the experimental group, which used the educational block media, significantly outperformed the control group in the posttest, with mean scores of 15.65 and 9.90, respectively. The statistical analysis supported these results with a t-test yielding a significance level of 0.000, confirming the positive impact of the educational blocks on the development of logical thinking skills. The findings highlight the effectiveness of using tangible educational tools like blocks in stimulating cognitive processes among young children. This study provides valuable implications for early childhood education practices, recommending integrating educational block media into teaching strategies to enhance cognitive development. It also suggests areas for further research, particularly in the longitudinal impact of such educational interventions on child development over time.
The The influence of the Dialogic Reading Method with PEER-CROWD Techniques on the Listening and Speaking Skills of Preschool Children: A Quasi-Experimental Study Surifah, Jamilatus; Rolina , Nelva
JURNAL PENDIDIKAN USIA DINI Vol 19 No 1 (2025): Jurnal Pendidikan Usia Dini Volume 19 Number 1 April 2025
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpud.v19i1.50476

Abstract

Listening and speaking skills in children play an important role in their language development. These two skills complement each other and provide a strong foundation for children to interact with the world around them, learn effectively, and build good relationships with others. This study investigated the effect of the dialogic reading method on improving the listening and speaking skills of children aged 4-5. Using a quantitative approach of the quasi-experimental type with a non-equivalent control group design type. The subjects in this study were divided into two classes, namely the experimental and control classes with a total of 34 children in groups A1 and A2 of ABA Kindergarten Perumnas Condongcatur, Depok District, Sleman. In the experimental class there were 17 children, and the control class 17 children. The application of the dialogic reading method was applied during the activity of reading story books together consisting of six to eight children with a duration of about 15-18 minutes. The joint reading activity was carried out 4 times. The story book used for the experimental group has been modified to make it easier to remember the sequence of CROWD questions at the prompt stage. The modification lies in the question assistance stickers that will be asked to the child which are placed on certain pages. The instrument used is an observation instrument for the listening and speaking skills of children aged 4-5 years. The data analysis technique uses the Independent Sample t-Test with a significance level of 0.05. Based on the results of the data analysis, it can be concluded that: (1) There is a significant influence of the dialogic reading method on the listening skills of children aged 4-5 years with the results of the independent t-test obtained a Sig value (2-tailed) of 0.000 <0.05 and a calculated t value of 4.757; (2) There is a significant influence of the dialogic reading method on the speaking skills of children aged 4-5 years with the results of the independent t-test obtained a Sig value (2-tailed) of 0.004 <0.05 and a calculated t value of 3.131. In short, the application of the dialogic reading method has an effect on the listening and speaking skills of children aged 4-5 years.
Co-Authors Entoh Tohani Kurniawati, Febriana Nelva Rolina Rolina , Nelva