Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Blaze: Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan
Nover Bintang Siahaan
Universitas Negeri Medan
Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Perspektif Pengalaman Guru Dalam Berkomunikasi Secara Efektif Dalam Melakukan Proses Pembelajaran Terhadap Anak Usia Dini Di Tk An Nizam Islamic School Nover Bintang Siahaan; Rawaty O F Panggabean; Rachel Theresia Natanael Tambun; Elya Siska Anggraini; Aman Simaremare
BLAZE : Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan Vol. 2 No. 3 (2024): Agustus : Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/blaze.v2i3.1300

Abstract

Effective communication between teachers and students is an important key in improving learning outcomes and student motivation, especially at an early age. This research aims to find out what teachers' experiences are in carrying out effective educational communication with young children. The research method used was descriptive qualitative by conducting interviews with one of the Kindergarten teachers at An Nizam Islamic School Medan who had good communication when teaching early childhood. The research results show that teachers who are effective in educational communication have the ability to use various communication strategies, such as using simple and clear language, using images and symbols, and providing constructive feedback. Apart from that, teachers must also have the ability to understand students' needs and interests, and be aware of the importance of effective communication in improving learning outcomes. In synthesis, this research shows that the teacher's ability to carry out effective educational communication is very important in improving learning outcomes and motivation of early childhood (AUD).
IMPLEMENTASI ASESMEN PORTOFOLIO DALAM MENGUKUR CAPAIAN PERKEMBANGAN KOGNITIF ANAK USIA 5-6 TAHUN DI UPT SPF TK NEGERI SATU ATAP 01 LUBUK PAKAM Nover Bintang Siahaan; Anita Yus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16131

Abstract

Early childhood education is a developmental process aimed at providing educational stimulation from birth through age six. Young children learn and demonstrate understanding through exploration, play, and the creation of their own works. One method that can be applied is portfolio assessment, which is used to monitor children’s developmental progress on a daily basis to encourage effective learning. The purpose of this study is to describe the types of documents collected, document artifacts, and interpret portfolio assessment data to determine the cognitive developmental achievements of young children at the UPT SPF TK Negeri Satu Atap 01 Lubuk Pakam. This study employed a descriptive qualitative research design using a narrative research method, conducted at UPT SPF TK Negeri Satu Atap 01 Lubuk Pakam, located on Jalan Patai Labu, Sekip Village, Lubuk Pakam Subdistrict, Deli Serdang Regency. Data collection was conducted through interviews and document analysis. The research results indicate that teachers at the school use portfolio assessment as an assessment of learning. The types of documents collected during the implementation of portfolio assessment at the school including evidence of products, evidence of processes, and narrative evidence can track children’s cognitive development even though they are reported at the end of the semester. Documentation of artifacts has not yet been conducted systematically. However, in determining cognitive development outcomes, teachers have used a scale of “already present” and “not yet present.” Nevertheless, the process of determining developmental achievements still has weaknesses: it is final at the end of the semester rather than a continuous process; it does not involve joint reflection between teachers and students; the evidence used is not diverse and does not sufficiently support the validity of conclusions; and specific cognitive abilities such as symbolic thinking, classification, understanding of cause and effect, and problem-solving have not been clearly identified from the portfolios.
Co-Authors Aman Simaremare Anggraini, Elya Siska Anita Yus Rachel Theresia Natanael Tambun Rawaty O F Panggabean