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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Ardhi: Jurnal Pengabdian dalam Negri
Nur Alim Amri
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Social Sciences Other

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Enhancing Life Science Skills in Early Childhood Through Culturally Relevant Project-Based Learning: A Quasi-Experimental Study Ramadhani, Nurhidayah; Intisari; Nur Alim Amri; Akib, Tasrif; Hajerah
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 1 (2025)
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.2025.101-01

Abstract

Project-Based Learning (PJBL) has gained recognition as an effective pedagogical approach for fostering active learning, scientific literacy, and problem-solving skills in early childhood education. However, empirical studies on its application in culturally relevant contexts remain limited. This study examines the effectiveness of PJBL in developing life science skills among children aged 5–6 years through the "Pisang Goreng" (fried banana) experiment, a hands-on learning activity grounded in local culture. A quasi-experimental one-group pretest-posttest design was employed, involving 15 purposively selected kindergarten students. The intervention included planting, harvesting, and processing bananas, enabling children to engage with biological processes through experiential learning. Data were collected using observation scales, portfolio evaluations, and performance-based assessments. A paired-sample t-test revealed a statistically significant improvement in children's cognitive, problem-solving, and critical thinking abilities, with a substantial effect size (Cohen’s d = 1.25). These findings suggest that PJBL enhances life science skills by integrating culturally meaningful experiences into early childhood education. Despite its contributions, the study is limited by its small sample size and single-site implementation, restricting the generalizability of results. Future research should explore PJBL’s effectiveness across diverse educational settings and its applicability to broader STEM domains, employing larger samples and longitudinal designs to strengthen the empirical foundation for scalable, culturally adaptive PJBL frameworks in early childhood science education. This study underscores the importance of experiential, inquiry-based learning in fostering scientific literacy and critical thinking among young learners.
The Effect of the Project-Based Learning Model on Creativity Achievements in Early Childhood Afriani, Nurul Annisa; Syamsuardi; Intisari; Nur Alim Amri; Heni Safitri Hasbur
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87325

Abstract

Children's creativity, especially in combining colors, shapes, and textures, as well as their ability to experiment and explore, is not yet optimal. This problem arises due to inappropriate and less interesting learning methods. This research aims to analyze the effect of applying the project-based learning (PjBL) model on increasing creativity in early childhood. This research uses quantitative methods with a pre-experimental design in the form of a pre-test and a post-test for one group. The research population was 30 children, with a sample of 15 children selected using purposive sampling techniques. Data were collected through observation using validated guidelines. Hypothesis testing was performed using nonparametric analysis, Wilcoxon test with a significance level of 0.05. The results showed a significant increase in creativity in children, with the average score increasing from 23.93 in the pre-test to 49.07 in the post-test. Statistical analysis shows a significance value of 0.001 (<0.05), indicating that applying the PjBL learning model has a positive effect on the creativity of young children. These results reflect that children's ability to combine visual elements creatively, solve problems in a simple way, and experiment increased after applying the PjBL model. This research concludes that PjBL can be an innovative solution in supporting the development of creativity in early childhood, especially in the context of learning centered on exploration and direct experience. These results recommend the widespread use of PjBL to increase children's creativity in various early childhood education institutions.
The Effect of Sensory Integration Activities on the Fine Motor Abilities of Early Childhood Arwinda; Syamsuardi; Tasrif Akib; Intisari; Nur Alim Amri
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87415

Abstract

The low level of fine motor skills in early childhood poses a challenge that can hinder children's independence and school readiness. These obstacles are evident in daily activities such as manipulating scissors, stringing beads, and other tasks requiring hand-eye coordination. Based on sensory integration theory, multisensory stimulation can optimize children's overall motor development. This study aims to analyze the effect of sensory integration activities on improving fine motor skills in early childhood. The research employed a pre-experimental design with a one group pretest-posttest approach. The subjects consisted of 20 children aged 4–5 years selected using a total sampling technique. Data were collected using fine motor skills observation sheets, and data analysis was carried out using the Wilcoxon test. The results showed a significant improvement in fine motor skills after the intervention, with the average score increasing from 23.00 in the pretest to 47.80 in the posttest. The Wilcoxon test revealed a significance value of 0.001 ≤ 0.05, indicating the effectiveness of sensory integration activities in enhancing fine motor skills. This study concludes that integrated sensory stimulation has a positive impact on the development of fine motor skills in early childhood, with implications for its implementation as an alternative stimulation program in early childhood education settings.
The Effect of Mindfulness Implementation on the Concentration Ability of Early Childhood Milna Juwita; Syamsuardi; Tasrif Akib; Arie Martuty; Intisari; Nur Alim Amri
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 13 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v13i1.87449

Abstract

Young children often have difficulty concentrating and are easily distracted, which hinders their learning and cognitive development. According to Piaget's theory, the concentration of 5- to 6-year-olds is influenced by their ability to shift their attention. This study aims to evaluate the effect of implementing mindfulness on improving concentration in young children. Mindfulness is defined as a full awareness approach that involves activities such as breathing exercises, meditation, and environmental observation. The study uses a pre-experimental method with a "One Group Pretest-Posttest" design, involving 16 children aged 5-6 years. Mindfulness was applied over six sessions, with measurements of children's concentration before and after the treatment, which included simple breathing exercises, listening to nature sounds, and observing objects with full attention. The results showed a significant improvement in children's concentration after the mindfulness intervention. This indicates that mindfulness helps children to focus more and manage their attention better. Therefore, mindfulness is an effective approach to enhancing concentration in young children and supporting their cognitive development. The implementation of mindfulness is highly recommended in early childhood education as a strategy to optimize learning potential and should be applied more widely in early childhood education settings.
Jari Terampil Karya Mandiri; Stimulasi Motorik Halus Berbasis Play-Based Learning untuk Kesiapan Belajar Anak Intisari Intisari; Nur Alim Amri; Sutra Awaliyah Darfin; Nidha Eka Restuti Munawir; Muqimah Surganingsih
ARDHI : Jurnal Pengabdian Dalam Negri Vol. 4 No. 1 (2026): Februari: ARDHI : Jurnal Pengabdian Dalam Negri
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ardhi.v4i1.1860

Abstract

Fine motor development is a fundamental prerequisite for academic readiness and independence in early childhood. Still, currently, challenges such as sedentary behaviour and screen exposure hinder the optimisation of these abilities. This community service program aims to implement a Play-Based Learning model of fine-motor stimulation to improve the physical and academic readiness of children at Tamalate State Kindergarten in Makassar City. The intervention program was conducted over two weeks through three main stimulation zones: Texture Zone (playdough and finger painting), Precision Zone (beading, origami, and cutting), and Manipulative Zone (busy board and puzzles). The target subjects were children in group B with fine-motor impairments, and the study evaluated 20 children using periodic observation checklists. The results showed a significant transformation, with 95% of children (19 out of 20 participants) experiencing an increase in achievement from the Starting to Develop (MB) category to Developing as Expected (BSH) and Developing Very Well (BSB). These findings confirm that a structured intervention through play zones is not only effective in strengthening intrinsic hand muscles and eye-hand coordination but also in building children's resilience and perseverance in learning. The program recommends integrating a micro-curriculum based on stimulation zones into daily learning plans and strengthening partnerships with parents to maintain consistency in children's development.
The effect of smart TV-based mind mapping method on the critical reasoning dimension of children aged 5–6 years Supiana; Nur Alim Amri; Musfira; Intisari
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v91.31174

Abstract

Background: This study is motivated by the still low critical reasoning abilities of children in the learning process so that interesting and interactive learning methods and media are needed. Objective: This study aims to determine the effect of implementing the Smart TV-based mind mapping method on children's critical reasoning abilities. Methods: The research sample consisted of 15 children. Data collection techniques were carried out through pretest and posttest activities to measure children's critical reasoning abilities before and after the implementation of the learning method. The data obtained were analyzed using the Wilcoxon Signed Rank Test. This study contributes by integrating digital Smart TV media with traditional mind mapping to enhance cognitive engagement. Result: The results of the study showed that there was a significant increase in children's critical reasoning abilities, as indicated by the classroom's average score which rose from 26.47 (±12.81) in the pretest to 39.60 (±8.68) in the posttest. Furthermore, the Wilcoxon Signed Rank Test confirmed this positive shift with a calculated Z-value of -3.189 and a significance value of 0.001 (p < 0.05). Conclusion: Based on these statistical outcomes, it can be concluded that the implementation of the Smart TV-based mind mapping method exerts a significant effect on enhancing the critical reasoning abilities of young children.
Co-Authors Afriani, Nurul Annisa Arwinda Hajerah Hasbur, Heni Safitri Intisari Intisari Intisari Martuty, Arie Milna Juwita Muqimah Surganingsih Musfira Nidha Eka Restuti Munawir Ramadhani, Nurhidayah Sri Rahman Putri Budiman Supiana Sutra Awaliyah Darfin Syamsuardi Saodi Tasrif Akib Tasrif Akib, Tasrif Yusran Rahmat