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All Journal JCE (Journal of Childhood Education) WISDOM: Jurnal Pendidikan Anak Usia Dini ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini
Sulistina, Reni
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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PENGARUH PENGGUNAAN MEDIA BALOK CUISENAIRE TERHADAP PENGUASAAN KONSEP BILANGAN DAN AKTIVITAS ANAK USIA 3-4 TAHUN Sulistina, Reni; Astuti, Retno Dwi
JCE (Journal of Childhood Education) Vol 8 No 2 (2024): JCE (Journal of Childhood Education)
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v8i2.2221

Abstract

Penelitian ini bertujuan untuk mendiskripsikan (1) pengaruh penggunaan media Balok Cuisenaire berpengaruh terhadap pengusaan konsep bilangan anak kelompok Bermain, (2) pengaruh penggunaan media Balok Cuisenaire terhadap aktivitas anak kelompok Bermain, (3) pengaruh penggunaan media Balok Cuisenaire berpengaruh terhadap pengusaan konsep bilangan dan aktivitas anak kelompok Bermain. Penelitian ini menggunakan rancangan Quasi Eksperimental Design dengan Noneequivalent Control Group Design. Penelitian ini dilaksanakan pada KB Az-Zahwa Sugihan Kecamatan Kampak Kabupaten Trenggalek. Data digali  menggunakan lembar observasi, analisis data statistik deskriptif dan Statistik Inferensial (ANOVA dan MANOVA) dengan alpha < 0,05. Hasil penelitian menunjukkan bahwa: (1) penggunaan media berpengaruh terhadap secara signifikan terhadap penguasaan konsep bilangan, hal ini terbukti dari hasil uji ANOVA yang menunjukkan nilai nilai Fhitung sebesar 163,303 lebih besar  dari Ftabel sebesar 4,01, (2) penggunaan media  berpengaruh terhadap secara signifikan terhadap aktivitas anak,  hal ini terbukti dar hasil uji ANOVA yang menunjukkan nilai nilai Fhitung sebesar 9,097 lebih besar  dari Ftabel 4,01, (3) penggunaan media  berpengaruh terhadap secara signifikan terhadap penguasaan konsep bilangan dan aktivitas anak, hal ini terbukti dari hasil uji MANOVA yang menunjukkan nilai signifikan Fhitung sebesar 13.485 lebih besar  dari Ftabel 4,01.
Pengaruh Media Kartu Angka Terhadap Kemampuan Berhitung Pada Anak Usia 3-4 Tahun Di Kelompok Bermain Az-Zahwa Sulistina, Reni
WISDOM: Jurnal Pendidikan Anak Usia Dini Vol. 5 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Ponorogo

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Abstract

This study was motivated by the importance of the ability of number concepts in Az-zahwa Playgroup, especially at the age of 3-4 years, which is still low. In the initial observation conducted at Az-zahwa Playgroup when the mathematics learning process was taking place, children were asked to mention the sequence of numbers, children were unable to do it, some children were unable to count and point to objects, children were also unable to connect / pair number symbols with objects, some children could not write numbers 1-10. This study aims to determine how much influence the use of number card media has on the ability of number concepts in children aged 3-4 years at Az-zahwa Playgroup. The method used in this study is quantitative with an experimental method. The experimental design used is a pre-experimental design with a one-group pretest-posttest design. The results of the t-test hypothesis test where the t_count was obtained 37.648 the results were then compared with the t_table of the t distribution, the sig. level 0.05 for t table 0.05:15 so that the t_table was obtained 1.756 meaning t_count> t_table then H_O is rejected and H_a is accepted. so it can be concluded that the Number Card Media is accepted which means there is an influence of the use of number card media on children's counting skills.
Strategi Guru dalam Mengenalkan Bahasa Jawa Krama Pada Anak Melalui Kegiatan Ekstrakurikuler dI TK Dharma Wanita Tunggulsari Dewi, Sukma Karimata; Devi Akhirroh, Nindya Arum Shinta; Sulistina, Reni
ALMURTAJA: Jurnal Pendidikan Islam Anak Usia Dini Vol. 4 No. 2 (2025): Jurnal Almurtaja: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/almurtaja.v4i2.4331

Abstract

Abstrak Penelitian ini bertujuan memberikan gambaran utuh mengenai pelaksanaan pembelajaran Bahasa Jawa krama di TK Dharma Wanita Tunggulsari serta melihat bagaimana metode yang digunakan guru memengaruhi keterlibatan anak usia dini. Pembelajaran bahasa daerah dipahami sebagai bagian penting dalam menumbuhkan sikap santun dan menanamkan kecintaan terhadap budaya lokal sejak usia dini. Penelitian menggunakan pendekatan deskriptif kualitatif dengan teknik observasi, wawancara, dan dokumentasi untuk memperoleh data yang menggambarkan kondisi pembelajaran secara nyata. Hasil penelitian menunjukkan bahwa guru masih mengandalkan model klasikal sehingga kegiatan belajar cenderung terpusat pada guru, membuat sebagian anak bersikap pasif ketika kegiatan hanya berupa penjelasan dan penggunaan buku. Situasi kelas menjadi lebih aktif saat guru menyisipkan lagu, permainan, serta aktivitas yang memungkinkan anak bergerak dan berinteraksi. Anak lebih mudah memahami kosakata krama ketika belajar melalui pengalaman langsung yang dekat dengan kehidupan sehari-hari. Temuan tersebut menegaskan pentingnya kreativitas guru dalam merancang kegiatan yang variatif dan sesuai kebutuhan perkembangan anak. Penelitian menyimpulkan bahwa perpaduan antara model klasikal dan metode interaktif mampu meningkatkan minat belajar, memperkuat pemahaman bahasa, serta mendukung pelestarian budaya Jawa dalam konteks pendidikan anak usia dini.  Abstract This study aims to provide a comprehensive overview of the implementation of Javanese krama language learning at TK Dharma Wanita Tunggulsari and to examine how the teaching methods employed by teachers influence young children’s engagement. Local language learning is understood as an essential component in fostering politeness and cultivating cultural appreciation from an early age. This research uses a qualitative descriptive approach with observation, interviews, and documentation to obtain data that reflect the actual learning conditions.The findings show that teachers still rely on classical, teacher-centered instruction, which often results in passive student participation, especially when activities consist only of explanations and textbook use. Classroom situations became more active when teachers incorporated songs, games, and movement-based activities that encouraged interaction. Children were also better able to understand krama vocabulary when learning was linked to real-life experiences familiar to them.These findings highlight the importance of teacher creativity in designing varied learning activities aligned with children’s developmental needs. The study concludes that combining classical models with interactive methods can increase learning interest, strengthen language comprehension, and support the preservation of Javanese culture within early childhood education.
Pengelolaan Sekolah Ramah Anak (SRA) Berbasis Pendekatan Deep Learning (DL) di KB Az Zahwa, Trenggalek, Indonesia Sulistina, Reni Sulistina; Wardani, Nasima Wuri
JCE (Journal of Childhood Education) Vol 9 No 2 (2025): September-Februari
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v9i2.2681

Abstract

This study analyzes the strategies, implementation, and challenges of managing a Child Friendly School (CFS) based on the Deep Learning (DL) approach in early childhood education. The research was motivated by the low level of CFS implementation in Indonesian early childhood institutions and the need to integrate pedagogical principles that promote mindful, meaningful, and enjoyable learning to create a safe, inclusive, and participatory environment. A qualitative case study was conducted at Play Group Az Zahwa Trenggalek. Data were collected through semi- structured interviews, observations, documentation, and focus group discussions, and analyzed using data reduction, thematic analysis, and triangulation. The findings reveal that DL based CFS management is implemented through three stages: preparation, planning, and monitoring/evaluation. Preparation emphasizes strengthening school–parent partnerships, while planning involves developing lesson plans that integrate DL principles into play-based activities. Monitoring and evaluation are conducted through regular supervision and inclusive policies. The implementation of DL enhances children’s focus, engagement, and motivation through exploratory and reflective learning experiences. However, challenges include limited facilities, teachers’ digital literacy gaps, academically oriented parental expectations, and weak institutional policies. The study concludes that integrating CFS and DL supports holistic and humanistic management model in early childhood education.
Co-Authors Astuti, Retno Dwi Devi Akhirroh, Nindya Arum Shinta Dewi, Sukma Karimata Wardani, Nasima Wuri