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All Journal JAPRA (Jurnal Pendidikan Raudhatul Athfal) Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini
Mariana, Annisa Dwi
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Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi metode read aloud dalam mengembangkan kosa kata anak di kelompok A TK Mentari Loa Janan Mariana, Annisa Dwi; Robingatin, Robingatin; Sunanik, Sunanik
Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 9 No. 1 (2024): Maret
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jw.v9i1.1430

Abstract

This research is motivated by the importance of developing children's vocabulary in their language skills. The choice of method for implementation is also no less important. It is hoped that choosing the read aloud method will provide a pleasant atmosphere and be able to facilitate children in acquiring vocabulary. This method is a means that can provide a wide variety of vocabulary to children. The aim of this research is to determine the implementation of the read aloud method in developing the vocabulary of children in group A. This research is field research with a qualitative approach. Data was collected through observation, interviews and documentation. The subjects in this research were the Principal and Teacher of Mentari Loa Janan Kindergarten. The validity of the data was tested through triangulation of sources, techniques and time. Data analysis refers to the work steps of Miles, Huberman, and Saldana involving data condensation, data presentation, and drawing conclusions. The results of this research relate to the implementation of the read aloud method applied by teachers in developing children's vocabulary. Planning consists of selecting books that suit the learning theme and pre-reading the books. The implementation consists of creating a pleasant atmosphere, showing and introducing the book cover, actively interacting with the children, asking questions to the children and discussing about 4-5 new vocabulary words in the book. Evaluation is carried out by asking children about the story they have just read, including the content, concepts and vocabulary. Assessment of vocabulary development itself is carried out by paying attention to children's conversations and language use. Although the research results provide an overview of the implementation of the read aloud method, further research is still needed to evaluate the long-term impact on children's vocabulary development. This can be a basis for developing more concrete recommendations to increase the effectiveness of using the read aloud method in the context of vocabulary development for children in group A.
Strategy for Using Information and Communication Technology in PAUD to Build Digital Literacy Mariana, Annisa Dwi
Jurnal Pendidikan Raudhatul Athfal Vol 7 No 2 (2024)
Publisher : Jurusan Pendidikan Islam Anak Usia Dini UIN Sunan Gunung Djati Bandung

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Abstract

The development of information and communication technology (ICT) has brought about major changes in various aspects of life, including early childhood education (PAUD). Although ICT has the potential to support children's cognitive, social-emotional, and motor development, many PAUD institutions still face obstacles in utilizing it. The problems that arise include limited facilities, a lack of teacher competence in integrating ICT, and a lack of guidance on the healthy and safe use of technology for children. This situation has created a gap between the need for digital literacy in the modern era and the ability of ECE institutions to meet it. This study aims to identify effective strategies for utilizing ICT in supporting the digital literacy of early childhood, analyze the challenges of implementation in PAUD institutions, and provide practical recommendations for teachers, parents, and stakeholders. The research method used is a systematic literature review, which examines relevant literature in the form of journals, books, and articles related to ICT and digital literacy in early childhood. The results of the study show that integrating ICT into early childhood education can improve children's cognitive, social-emotional, and motor skills. The use of interactive educational applications can support the development of digital literacy, although challenges such as limited facilities and a lack of teacher training still exist. This study concludes that effective ICT use strategies can help prepare children for future digital challenges. Collaboration between the government, educational institutions, and parents is essential to optimize the use of ICT in early childhood education.
Co-Authors Robingatin Robingatin Sunanik Sunanik