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All Journal Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini Innovative: Journal Of Social Science Research Jurnal Anak Bangsa
Masliati, Tati
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Humanities Computer Science & IT Education Law, Crime, Criminology & Criminal Justice Public Health Other

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Upaya Meningkatkan Kemampuan Kognitif Melalui Permainan Bowling Angka Pada Anak Usia 4-5 Tahun Di Paud Aulia Kecamatan Pontang Kabupaten Serang Mayasari, Elis; Yuniawati, Nuni; Masliati, Tati; Mujayanah, Mujayanah
Innovative: Journal Of Social Science Research Vol. 2 No. 2 (2022): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v2i2.11326

Abstract

Penelitian ini bertujuan untuk mengetahui adanya pengaruh permainan bowling angka terhadap peningkatan kognitif anak di kelompok A PAUD Aulia yang terdiri dari 10 anak yang 5 anak perempuan dan 5 anak laki – laki. Bowling adalah olahraga yang dimainkan dengan menggelindingkan atau melemparkan bola dengan tangan. Bola tersebut melemparkan ke pin yang telah disusun sedemikian rupa. Permainan bowling yang dimainkan oleh anak usia dini ternyata memberikan berbagai manfaat pada aspek perkembangan anak, seperti aspek fisik motorik dan juga aspek kognitif anak. Metodologi yang digunakan dalam penelitian ini adalah metodologi penelitian tindakan kelas dengan teknik pengumpulan data melalui observasi, wawancara dan dokumentasi. Dari hasil penelitian ditemukan adanya pengaruh permainan Bowling terhadap perkembangan kognitif ank, hal ini dapat terlihat adanya peningkatan presentase kemampuan anak dalam setiap siklusnya. Dalam penelitian ini dilakukan 2 siklus yang mana setiap siklusnya meningkat, dari prasiklus mencapai nilai rata-rata 36% kemudian pada siklus I mengalami kenaikan nilai rata-rata 60,5% dan setelah di adakan tindakan pada siklus II mengalami kenaikan menjadi 82,45% atau dengan kata lain mengalami kenaikan 21,95%. Maka dapat disimpulkan bahwa permainan bowling angka dapat meningkatkan kemampuan kognitif anak dalam mengenal angka dan tujuan pembelajaran dapat dicapai secara efektif dan efisien serta mencapai hasil yang optimal. Untuk peneliti selanjutnya dapat menggunakan media-media yang lebih bervariatve dan menyenangkan bagi anak-anak.
PENDIDIKAN ABAD 21 UNTUK ANAK USIA DINI: MEMBANGUN KARAKTER, TEKNOLOGI, DAN LITERASI SEJAK DINI Asmayawati, Asmayawati; Masliati, Tati
Jurnal Anak Bangsa Vol. 4 No. 1 (2025): Jurnal Anak Bangsa
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jas.v4i1.92

Abstract

21st century education prioritizes the development of relevant skills to face global challenges, such as creativity, critical thinking, collaboration, and digital literacy. In early childhood, it is important to instill strong character values, technology skills, and literacy from an early age. This study aims to analyze the importance of 21st century education in early childhood with a focus on character development, technology introduction, and literacy. The research methods used are literature studies and observations in several PAUD institutions in Indonesia. The results of the study indicate that the integration of technology in the learning process, character development, and literacy in early childhood is very important to equip them to face future challenges. In conclusion, 21st century education in early childhood needs to be directed at the development of holistic skills involving moral, intellectual, and technological aspects.
PEMANFAATAN VIRTUAL REALITY UNTUK PENGEMBANGAN KECERDASAN VISUAL DAN SPASIAL ANAK DI TKIT NUSANTARA BANTEN Masliati, Tati; Asmayawati, Asmayawati
Jurnal Anak Bangsa Vol. 4 No. 1 (2025): Jurnal Anak Bangsa
Publisher : LPPM Universitas Bina Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46306/jas.v4i1.98

Abstract

This study aims to analyze the use of Virtual Reality (VR) technology in developing visual and spatial intelligence in early childhood. This study involved 30 children aged 5-6 years at TKIT Nusanatara Banten who were introduced to the use of VR in visual learning. This study used an experimental method with a quantitative approach. The subjects of the study were 30 children aged 5-6 years who attended TKIT Nusanatara Banten. Data were collected through observation, visual-spatial tests, and interviews with teachers. The results showed that the use of VR significantly improved children's visual and spatial abilities, as seen from the increase in shape recognition skills, spatial orientation, and visual understanding. Therefore, VR has the potential to be an effective learning tool in early childhood education, especially in developing visual and spatial intelligence
The Impact of Gadget Use on the Development of Early Childhood Asmayawati, Asmayawati; Masliati, Tati; Hasnida, Hasnida
Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 1 (2025): Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : STAI Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/altahdzib.v4i1.622

Abstract

Digital devices support early childhood learning; however, excessive use may hinder social-emotional development, making supervision and wise use by parents and teachers crucial. This study aims to understand the positive and negative impacts of digital device use in learning on young children's social and emotional behavior. A correlational quantitative method was used by distributing survey instruments to 100 respondents. The results support four hypotheses about device use and children's social-emotional development. Excessive device use negatively affects social interaction skills (coefficient -0.45; P = 0.002) and emotional regulation (coefficient -0.50; P = 0.003). In contrast, supervised device use positively influences empathy and communication skills (coefficient 0.60; P = 0.000). Children guided by parents or teachers show better social-emotional development than those without supervision (coefficient 0.55; P = 0.000). All hypotheses are supported, emphasizing the importance of supervised device use.
Co-Authors Asmayawati, Asmayawati Hasnida Mayasari, Elis Mujayanah, Mujayanah Yuniawati, Nuni