Article Per Year (5 Year)
p-Index From 2021 - 2026
0.983
P-Index
This Author published in this journals
All Journal Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung CERIA (Cerdas Energik Responsif Inovatif Adaptif) Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran
Aprilyanti, Dian Surya
Unknown Affiliation
Humanities Education Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Analysis of literacy interest of early childhood 4-6 years in TKIT Azzahroh Kota Serang Aprilyanti, Dian Surya; Rissani, Rissani; Verli, Verli
Tunas Siliwangi Vol 10 No 2 (2024): VOL 10 NO 2, OKTOBER 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v10i2.5178

Abstract

This study aims to describe the efforts made in increasing children’s interent in early childhood literacy at TKIT Azzahroh. The research method used is descriptive qualitative methode with data collection techniques through observation while teaching at TKIT Azzahroh, as wall as interviews with teachers and parent of student from TKIT Azzahoh. Literacy in early childhood is an important foundation for children’s cognitive and emotional development. Literacy that begins at an early age plays a role in shaping effective reading, writing and communication skills in the future. Through literarute review and field observation, it was found that literacy interventions that involve active interaction between children and adults, as well as the use of interestingreading materials, can increase children’s interest in reading and literacy skills. The results show that various strategies implemented by teacher and support from parent contribute significantly to improving children’s literacy interest. The findings are analyzed in the context of early childhood development theory and are expected to provide guidance for educators and parents in desingning effective literacy programsfor early childhooh
Analysis of literacy interest of early childhood 4-6 years in TKIT Azzahroh Kota Serang Aprilyanti, Dian Surya; Rissani, Rissani; Verli, Verli
Tunas Siliwangi Vol 10 No 2 (2024): VOL 10 NO 2, OKTOBER 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v10i2.5178

Abstract

This study aims to describe the efforts made in increasing children’s interent in early childhood literacy at TKIT Azzahroh. The research method used is descriptive qualitative methode with data collection techniques through observation while teaching at TKIT Azzahroh, as wall as interviews with teachers and parent of student from TKIT Azzahoh. Literacy in early childhood is an important foundation for children’s cognitive and emotional development. Literacy that begins at an early age plays a role in shaping effective reading, writing and communication skills in the future. Through literarute review and field observation, it was found that literacy interventions that involve active interaction between children and adults, as well as the use of interestingreading materials, can increase children’s interest in reading and literacy skills. The results show that various strategies implemented by teacher and support from parent contribute significantly to improving children’s literacy interest. The findings are analyzed in the context of early childhood development theory and are expected to provide guidance for educators and parents in desingning effective literacy programsfor early childhooh
GEOGRAFI DALAM PEMBELAJARAN STUDI SOSIAL ANAK USIA DINI: DALAM PERSPEKTIF KEBUTUHAN MEMBACA PETA DI ERA GLOBALISASI 5.0 Aprilyanti, Dian Surya; Pertiwi, Citrabella
Tunas Siliwangi Vol 11 No 1 (2025): VOL 11 N0 1, APRIL 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ts.v11i1.5925

Abstract

Geography learning in early childhood today is still limited to the introduction of places, various disasters and seasons or weather. The implementation of geography learning in early childhood has not yet reached the perspective of the needs of the 5'0 era of globalization. It can be seen from the low ability of Indonesians to read maps. This is known through the literacy survey of PISA 2022- 2023 results, which states that Indonesia is ranked 68 out of 81 countries in the world (Syamsul, 2023). While the development of technology and globalization today humans are very dependent on the use of digital maps in everyday life. This research aims to find out what kind of geography learning is implemented in early childhood. Has geography learning referred to the need to read maps in the era of Globalization 5'0, namely accommodating spatial understanding in children. The research method used is descriptive qualitative research method. The result of this research is that geography learning in early childhood has not been carried out in accordance with the needs of reading maps in the era of globalization 5.0. The need to read maps in geography learning is very close to early childhood. Where the use of gmaps is an application that is used massively everyday so that it must be introduced from an early age.
Kolaborasi Shadow Teacher dan Guru Kelas dalam Mewujudkan Lingkungan Inklusi di Lembaga Pendidikan Anak Usia Dini Rusdiyani , Isty; Aprilyanti, Dian Surya; Wardhani, Rr. Dina Kusuma
CERIA (Cerdas Energik Responsif Inovatif Adaptif) Vol. 9 No. 1 (2026): Volume 9 Number 1, January 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/ceria.v9i1.30895

Abstract

Lingkungan sekolah inklusi pada Pendidikan anak usia dini merupakan praktik Pendidikan yang memfasilitasi kebutuhan masyarakat terhadap anak-anak dengan kebutuhan khusus. Penyelenggaraan pembelajaran bagi anak berkebutuhan khusus akan berjalan dengan lancar dengan adanya dukungan yang diperoleh anak terutama dengan adanya kolaborasi antara guru kelas dan shadow teacher yang mendampingi kegiatan belajar di lingkungan sekolah inklusi. Oleh karena itu peneliti melakukan penelitian yang berkaitan dengan kolaborasi shadow teacher dan gusu kelas yang mendukung pembelajaran di sekolah inklusi. Tujuan penelitian ini adalah untuk melihat seberapa jauh kolaborasi shadow teacher dan guru kelas dalam mewujudkan lingkungan inklusi di Lembaga Pendidikan Anak Usia Dini. Penelitian ini menggunakan metode penelitian kualitatif deskriptif, subjek penelitian ini adalah Lembaga Inklusi pada jenjang Pendidikan Anak Usia Dini yang memiliki shadow teacher di Kota Serang. Teknik pengumpulan data yag digunakan adalah observasi, wawancara dan dokumentasi. Dari data yang diperoleh dilakukan proses analisis data melalui triangulasi data.  Hasil dari penelitian ini kolaborasi guru dan shadow teacher dapat menciptakan kegiatan belajar mengajar yang kondusif, menyenangkan dan secara holistic mengembangkan perkembangan anak. Selain itu dalam pelaksanaannya guru dan shadow teacher melakukan kegiatan perencanaan pembelajaran, pelaksanaan dan evaluasi pembelajaran yang berkesinambungan. Melalui komunikasi yang menghargai pendapat dan terbuka dapat mencapai tujuan pembelajaran bersama.   An inclusive school environment in early childhood education is an educational practice that facilitates for children with special needs. The implementation of learning for children with special needs will run smoothly with the support obtained by children, especially with the collaboration between classroom teachers and shadow teachers who assist learning activities in an inclusive school environment. Therefore, the researcher conducted research related to the collaboration between shadow teachers and classroom teachers that supports learning in inclusive schools. The purpose of this study is to see the extent to which the collaboration between shadow teachers and classroom teachers in realizing an inclusive environment in Early Childhood Education Institutions. This study uses a descriptive qualitative research method, and the subject of this study is Inclusive Institutions at the Early Childhood Education level that have shadow teachers in Serang City. The data collection techniques used were observation, interviews, and documentation. The data obtained was analyzed through data triangulation. The results of this study show that the collaboration between teachers and shadow teachers can create conducive and enjoyable teaching and learning activities and holistically develop children's development. In addition, teachers and shadow teachers carry out continuous learning planning, implementation, and evaluation activities. Through respectful and open communication, they can achieve learning goals together.
REGULASI EMOSI DAN DINAMIKA INTERAKSI SOSIAL DALAM PERILAKU MARAH ANAK USIA DINI: STUDI KASUS DI TAMAN KANAK-KANAK Muslimah, Inayah Fatha; Wardhani, Raden Roro Dina Kusuma; Aprilyanti, Dian Surya
Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran Vol. 5 No. 2 (2026): Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran
Publisher : Jurusan Pendidikan Bahasa, Fakultas Ilmu Budaya, Universita Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.jcerdik.2026.005.02.04

Abstract

This study aims to describe angry behavior in children aged 4–5 years in Group A at Yasiba Kindergarten in Kramatwatu, Serang Regency, and to identify the triggering factors, forms of behavior, and strategies used by teachers in dealing with such behavior. This study uses a qualitative approach with a case study method. Data collection techniques included interviews, observations, and documentation. The research subjects consisted of a child with the initials Tn and a classroom teacher with the initials GK. The results of the study showed that Tn's angry behavior tended to arise when interacting with peers, especially when social conflicts occurred such as taking toys or interference from friends. The forms of behavior displayed include throwing toys, crying, and screaming with a frequency of about twice a week. The factors that trigger angry behavior include the ability to regulate emotions that has not developed optimally, limited experience of socializing in the family environment, and the dynamics of social interaction at school. Teachers implement various management strategies, such as a personalized approach, persuasive advice, educational consequences, and activity diversion. Additionally, school support through role-playing activities and intensive communication with parents contributes to the child's gradual emotional development. This study emphasizes the importance of collaboration between teachers and families in supporting the development of emotional regulation in young children.
Co-Authors Muslimah, Inayah Fatha Pertiwi, Citrabella Rissani, Rissani Rusdiyani , Isty Verli, Verli Wardhani, Raden Roro Dina Kusuma Wardhani, Rr. Dina Kusuma