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All Journal Pedagogik: Jurnal Pendidikan Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Sistiarini, Rahmah Dwi
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Education Social Sciences Other

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Kegiatan Practical Life Montessori: Membuat Alat Musik Daur Ulang di Bimbel Up Great Kids Palangka Raya Sistiarini, Rahmah Dwi; Setiani, Fatimah
Pedagogik: Jurnal Pendidikan Vol. 20 No. 2 (2025): Pedagogik: Jurnal Pendidikan
Publisher : Institute For Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pedagogik.v20i2.10510

Abstract

Penelitian ini memiliki tujuan untuk menggambarkan pelaksanaan kegiatan practical lifeskill Montessori dengan membuat alat musik dari material yang dapat didaur ulang, ditujukan bagi anak-anak usia dini di Bimbel Up Great Kids Palangka Raya. Aktivitas ini dirancang untuk meningkatkan keterampilan motorik halus, kemandirian, serta daya cipta anak melalui proses menuangkan, merakit, dan menghias alat musik sederhana yang berbahan dari botol plastik bekas, kacang hijau, dan beras. Selain itu, kegiatan ini juga diintegrasikan dengan pengenalan budaya lokal melalui lagu daerah “Isen Mulang” yang dinyanyikan bersama setelah alat musik selesai dibuat. Penelitian ini menerapkan metode deskriptif kualitatif dengan cara pengumpulan data melalui observasi, dokumentasi, serta pencatatan lapangan pada tiga anak usia dini yang berpartisipasi dalam kegiatan. Hasil penelitian menunjukkan bahwa kegiatan practical life ini mendorong partisipasi aktif anak, meningkatkan koordinasi tangan-mata, serta menumbuhkan rasa percaya diri dan ketertarikan terhadap budaya lokal. Penerapan metode Montessori dalam konteks aktivitas yang berorientasi pada seni dan lingkungan menunjukkan kebermaknaan dalam menghasilkan pengalaman belajar yang bermanfaat dan menyenangkan untuk anak-anak prasekolah.
Montessori Research in Early Childhood Education: A Bibliometric Analysis of Knowledge Structure and Thematic Development Sistiarini, Rahmah Dwi; Setiani, Fatimah
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-14

Abstract

Montessori research in early childhood education has expanded over the past decade, yet its intellectual organization remains less clearly understood than its pedagogical appeal. Existing scholarship has generated important evidence on child development, classroom practice, and learning outcomes, but the field still requires a clearer view of how authority, themes, and visibility are distributed across the literature. This study examines the knowledge structure and thematic development of Montessori research in early childhood education through a bibliometric approach. Bibliographic data were collected from Scopus as the primary database and Google Scholar as a supplementary source for the period 2015–2025. After relevance screening, the final corpus consisted of 78 publications. The dataset was analyzed using VOSviewer to examine publication trends, influential authors, citation visibility, co-authorship patterns, and keyword co-occurrence. The findings show increasing publication activity after 2018, alongside a concentrated structure of scholarly influence around a limited group of authors, particularly Angeline S. Lillard. The thematic structure remains anchored in child development, Montessori pedagogy, early learning, and prepared educational environments. At the same time, inclusion, cultural adaptation, digital integration, public Montessori schooling, and context-specific implementation are visible but less consolidated. These findings suggest that Montessori research is growing through continuity and partial diversification rather than through evenly distributed expansion. The study contributes globally by clarifying how internationally visible Montessori scholarship is currently structured, identifying underconsolidated areas that deserve stronger cross-cultural and multilingual inquiry, and showing why future research must move beyond repeated effectiveness claims toward broader epistemic, methodological, and geographic representation within global early childhood education debates and practice in diverse contexts.
Co-Authors Fatimah Setiani