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All Journal Blaze: Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan Jurnal Pena Pendidikan Dasar
Rawaty O F Panggabean
Universitas Negeri Medan
Education Languange, Linguistic, Communication & Media

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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).
Hubungan Antara Kualitas Tidur Dengan Memori Jangka Pendek Pada Anak Usia 5-6 Tahun Di TK Pembina Garoga Rawaty O F Panggabean; Artha Mahindra Diputera
Jurnal Pena Pendidikan Dasar Vol 2 No 2 (2026): Juni
Publisher : CV. Eracita Grup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66851/pena-pendas.v2i2.265

Abstract

In early childhood, good sleep quality plays a crucial role in brain development and readiness for learning. This study aims to examine the relationship between sleep quality and short-term memory in 5-6 year old children at Pembina Garoga Kindergarten in North Tapanuli, Indonesia. The study design was quantitative and correlational. The sample consisted of 24 children selected via random sampling from a population of 30 children. Sleep quality was measured using the parent-completed adapted Pittsburgh Sleep Quality Index (PSQI), which covers seven dimensions: latency, duration, continuity, subjective quality, refreshment upon waking, efficiency, and behavioral disturbances. Short-term memory was measured through a performance test consisting of six tasks: repeating numbers, repeating words, following three-step instructions, recalling visual objects (picture cards), repeating sentences, and retelling a story. Data analysis utilized descriptive statistics and Pearson’s correlation using Jamovi. Results indicated that 79.2% of children had very good sleep quality and 20.8% had good sleep quality, while 62.5% had good short-term memory, 33.3% had adequate short-term memory, and 4.2% had very good short-term memory. The Pearson correlation test revealed a significant positive relationship between sleep quality and short-term memory (r=0.470, p=0.020), with moderate strength. These findings confirm that the better a child’s sleep quality, the higher their short-term memory capacity. The study concludes that sufficient and high-quality sleep enhances a child’s ability to temporarily store and retrieve information, which is essential for classroom learning. Parents and teachers should prioritize healthy sleep habits as part of a strategy for early childhood cognitive development.
Co-Authors Aman Simaremare Anggraini, Elya Siska Artha Mahindra Diputera Nover Bintang Siahaan Rachel Theresia Natanael Tambun