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All Journal Bunayya : Jurnal Pendidikan Anak Al-Jabar : Jurnal Pendidikan Matematika Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Bisma The Journal of Counseling JETL (Journal Of Education, Teaching and Learning) KIDDO: Jurnal pendidikan Islam Anak Usia Dini Journal of Education Research IJIGAEd: Indonesian Journal of Islamic Golden Age Education
Rakimahwati Rakimahwati
Universitas Negeri Padang, Padang, Indonesia
Aerospace Engineering Humanities Education Mathematics Social Sciences Other

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KEMAMPUAN ASESMEN GURU TAMAN KANAK-KANAK DI KECAMATAN LUBUK SIKAPING Dara Mulyana, Dhinka; Mahyuddin, Nenny; Rakimahwati; Yaswinda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41579

Abstract

In learning evaluation as part of the educational process, teacher assessment skills are a crucial competency required to optimize student assessment. This study aims to determine the assessment skills of kindergarten teachers in Lubuk Sikaping District. The research method used was descriptive quantitative research, with data collection using a questionnaire administered to a sample of 35 kindergarten teachers in Lubuk Sikaping District. The findings indicate that teachers' ability to implement learning assessments is in the high category (>80%). This level of achievement is achieved through the planning, implementation, processing, and utilization stages. Teachers are able to plan learning assessments, implement learning assessments using assessment techniques, process and analyze assessment results, and utilize assessment results for follow-up learning. This indicates that teachers understand the basic concepts of assessment and can apply them to learning activities in kindergarten. However, it is recommended that teachers continuously improve their assessment competencies to support the quality of learning and optimal early childhood development.
Integrating augmented reality storytelling into early childhood mathematics: design, validation, and effectiveness of a marker based interactive e-book Sihombing, Sri Cahaya; Utoyo, Setiyo; Rakimahwati; Mahyuddin, Nenny
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.30287

Abstract

Purpose: This study aimed to develop and evaluate an Augmented Reality (AR) marker based interactive picture story e-book designed to enhance early childhood mathematical abilities. Method: A Research and Development (R&D) approach was employed using the ADDIE model, encompassing the stages of analysis, design, development, implementation, and evaluation. The study involved 28 children aged 5 6 years. The development process began with a needs analysis to identify gaps in existing instructional practices. The e-book incorporated key mathematical domains, including number concepts, patterns, geometry, measurement, and simple data representation, supported by AR visualization and interactive activities. Content validity was assessed by media, material, and early childhood mathematics experts. Practicality was examined through small and large group trials, while effectiveness was measured using a one-group pretest posttest design analyzed with the Wilcoxon Signed Ranks Test and N-gain score calculation. Findings: The needs analysis revealed a high demand for interactive digital mathematics media (89.8%). Expert validation indicated high validity levels, and practicality testing demonstrated strong usability. Statistical analysis showed a significant improvement in children’s mathematical abilities (p < .05), with a high N-gain score (0.70). Significance: The findings suggest that AR integrated storytelling provides an effective and engaging approach to strengthening early mathematical competencies within technology-enhanced learning environments.
Effects of the RADEC learning model and cultural integration on early childhood mathematics achievement Putri, Elsy Assari; Rakimahwati; Utoyo, Setiyo; Mahyuddin, Nenny
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.30290

Abstract

Purpose: This study aims to examine the effects of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model and local cultural integration on early childhood mathematical development. The research specifically analyzes the independent and interaction effects of instructional model and cultural context on children’s mathematical performance. Method: A quantitative approach was employed using a 2×2 factorial experimental design. The participants consisted of 52 kindergarten children divided into four groups: RADEC with cultural integration, RADEC without cultural integration, conventional learning with cultural integration, and conventional learning without cultural integration. The cultural component incorporated elements of Minangkabau traditions into mathematics learning activities. Children’s mathematical abilities were assessed using a validated instrument covering numbers, classification, measurement, sequencing, geometry, and patterns. The data were analyzed using Two-Way Analysis of Variance (ANOVA) at a 0.05 level of significance. Findings: The results revealed significant main effects of both the RADEC learning model and local cultural integration on children’s mathematical development (p < .05). Learners exposed to RADEC-based instruction achieved higher mathematical performance compared to those receiving conventional instruction. Similarly, integrating cultural contexts significantly enhanced children’s conceptual understanding. However, no statistically significant interaction effect was found between the learning model and cultural integration. Significance: The findings provide empirical support for the role of structured constructivist pedagogy and culturally responsive instruction in early childhood mathematics education, offering practical implications for designing meaningful and context-based learning experiences.
Revitalizing Early Childhood Creativity through the Integration of Animated Videos in Problem Based Learning and Project Based Learning Annisa Rahmi, Indah; Rakimahwati
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini Vol. 7 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v7i1.23793

Abstract

Early childhood creativity is a crucial developmental outcome that can be fostered through the strategic integration of appropriate pedagogical models and digital learning media. This study examines the effect of animated video media on children’s creativity when integrated with Problem Based Learning and Project Based Learning approaches. A quantitative experimental design was employed, and the data were analyzed using analysis of variance to examine both main and interaction effects. The findings reveal that the use of animated video media has a statistically significant effect on children’s creativity within both instructional approaches (p < 0.05). However, no statistically significant difference was identified between the two learning models (p > 0.05), nor was a significant interaction detected between the instructional models and the use of animated video media (p > 0.05). These results suggest that both pedagogical approaches function comparably in supporting creativity development when combined with animated video media. Conceptually, this study reinforces the role of multimedia-supported, student-centered learning environments in early childhood education and contributes empirical evidence to discussions on instructional model equivalence in fostering creative capacities. The findings also provide a theoretical basis for future research on optimizing digital media integration to support creativity development in early childhood contexts.
Co-Authors Agnesi Yulika, Thasya Anggini, Prishilya Annisa Rahmi, Indah Aulia Afrilita Dara Mulyana, Dhinka Farida Mayar Lili Mulyani Meifarina, Whyesi Mutia Afnida Natari, Ripa Nenny Mahyuddin Nurhafizah Nurhafizah Putri, Elsy Assari Putri, Rahmadila Rizzatul Azzara Sari, Resti Elma SETIYO UTOYO Sihombing, Sri Cahaya Sri Rezki Amanda Syahrul Ismet Tisna Syafnita WAHYUNI Yaswinda Yaswinda Yulika, Thasya Agnes Yulsyofriend Zulminiati Zulminiati