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All Journal Journal of Social Outreach Electronic Journal of Education, Social Economics and Technology Indonesian Journal of Early Childhood Educational Research
Safna, Aisyah
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STRENGTHENING EARLY CHILDHOOD EDUCATION THROUGH ENVIRONMENTAL CARE AND UTILIZATION OF SCHOOL TOYS IN GREEN SCHOOL PROGRAMS Nabila, Dinda Fatma; Putri, Widya; Wulandari, Retno; Ismandela, Afriyane; Azizah, Azizah; Safna, Aisyah; Warmansyah, Jhoni; Sari, Meliana; Yuningsih, Restu
Journal of Social Outreach Vol 3, No 1 (2024): Journal of Social Outreach
Publisher : Fakultas Sains dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jso.v3i1.8343

Abstract

This community service was conducted through the Participatory Action Research (PAR) approach to enhance the quality of early childhood education at TK Islam Harapan Ibu. Through active involvement from the school, parents, and community, this community service program aims to identify, plan, implement, and evaluate activities focused on the movement to care for the school's toy scope and integrate the Green School program. In this study, a significant improvement in children's engagement and creativity during learning activities using toys was found. Strong support from educators and parents played a crucial role in the success of this program. The sustainability of the movement to care for the school's toy scope and integration of the Green School program are expected to continue to develop and make a significant contribution to improving the quality of early childhood education in the community. Keywords: Environmental Care, School Toys, Green School Programs, Early Childhood 
Early numeracy skills in early childhood: the effect of numbered heads together cooperative learning methods Warmansyah, Jhoni; Sabri, Ahmad; Nasution, Maifatma; Amalina, Amalina; Safna, Aisyah; Fitri, Amelia
Electronic Journal of Education, Social Economics and Technology Vol 3, No 2 (2022)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.839 KB) | DOI: 10.33122/ejeset.v3i2.76

Abstract

This study aims to determine the effect of the cooperative learning method with the Numbered Heads Together type on numeracy skills in early childhood. This study used the pre-experimental method with a one group pretest-posttest design. The research sample for children aged 5-6 years was 16 children. Data collection was in the form of a checklist of child development data with value categories from not yet developed to very well developed. Data analysis used the t-test by fulfilling normality and homogeneity first. The results showed that the t-count value is greater than the t-table value (t-count t-table). So, it can be concluded that the cooperative learning method with the Numbered Heads Together type has an influence on the development of early childhood numeracy skills. Thus, the teacher can apply various types of cooperative learning methods in the classroom to improve other aspects of development.
Development of Fun Polly Games: A Practical Life–Based Learning Media to Enhance Young Children’s Independence Warmansyah, Jhoni; Sari, Meliana; Yandira S Siregar, Rahayu; Wiliany, Sherly; Safna, Aisyah
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2: December 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

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Abstract

This study aims to develop Fun Polly Games, a Practical Life–based learning media designed to enhance the independence of children aged five to six years in Early Childhood Education settings. The development process followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation and employed a mixed-methods approach integrating qualitative techniques such as observations, interviews, and expert validation with quantitative feasibility assessments and comparative testing. The needs analysis indicated a wide gap in children’s independence, as many were not yet able to carry out basic self-help tasks due to the predominance of academic-oriented activities and teacher-centered instructional practices. Teachers also reported that the lack of appropriate learning media hindered efforts to cultivate independence. Expert validation confirmed that Fun Polly Games met the criteria for feasibility, while field trials showed strong positive responses from both children and teachers. The implementation of this media led to improved engagement, richer social interaction, and greater autonomy in performing daily tasks in meaningful contexts. Overall, Fun Polly Games is considered feasible, practical, and contextually relevant as a learning medium capable of strengthening independence-building practices in Early Childhood Education. Aligned with Montessori principles and responsive to contemporary educational needs, this media offers promising potential for supporting long-term independence and character development in young children.
Co-Authors Ahmad Sabri Amalina Amalina, Amalina Amelia Fitri Azizah Azizah Ismandela, Afriyane Jhoni Warmansyah Meliana Sari, Meliana Nabila, Dinda Fatma Nasution, Maifatma Putri, Widya Restu Yuningsih Retno Wulandari Wiliany, Sherly Yandira S Siregar, Rahayu