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Suci Aprilyati Ruiyat
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PENINGKATAN KEMAMPUAN KOGNITIF ANAK USIA 5–6 TAHUN MELALUI EKSPERIMEN PENCAMPURAN WARNA Hamdatul Aliyah; Suci Aprilyati Ruiyat; Eneng Sri Susilawati
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 2, Agustus (2026): Jurnal Pendidikan Cendekia Terpadu
Publisher : Jurnal Pendidikan Cendekia Terpadu (CETRA)

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Cognitive abilities in children aged 5–6 years need to be developed through learning experiences that allow children to observe, explore, compare, predict, and draw simple conclusions directly. This study aimed to describe the implementation of color-mixing experimental activities and to determine their improvement in the cognitive abilities of children aged 5–6 years at KB Permata Indah, Muncang District. The study employed Classroom Action Research using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The research was conducted in two cycles, with four meetings in each cycle, involving 12 children in Group B. Data were collected through observation, documentation, and field notes and analyzed using descriptive quantitative and qualitative techniques. The findings indicated a gradual improvement in children's cognitive abilities. The average cognitive achievement increased from 29.46% in the pre-cycle to 48.81% in Cycle I and further increased to 80.35% in Cycle II. The improvement was reflected in children's ability to recognize primary colors, understand color-mixing results, classify colors, predict experimental outcomes, conduct experiments, communicate conclusions, and attempt to solve simple problems. Therefore, color-mixing experimental activities can be implemented as a concrete and interactive learning strategy to stimulate cognitive development in children aged 5–6 years.
MENINGKATKAN KEMAMPUAN MENGENAL BILANGAN PADA ANAK USIA 5–6 TAHUN MELALUI MEDIA LOOSE PARTS Ina Septiana; Suci Aprilyati Ruiyat; Yusdiana
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 2, Agustus (2026): Jurnal Pendidikan Cendekia Terpadu
Publisher : Jurnal Pendidikan Cendekia Terpadu (CETRA)

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This study aims to analyze the implementation of loose parts media in improving early numeracy skills and number recognition among children aged 5–6 years at PAUD Al-Kautsar, Maja, Lebak Regency, Banten. The study was motivated by children’s low ability to recognize numbers, limited interest and self-confidence in participating in learning activities, and the use of teaching methods that were not fully appropriate to children’s developmental characteristics. In addition, children experienced difficulties in understanding basic mathematical concepts. This study employed a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, which was conducted in two cycles. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 13 children. Data were collected through observation, field notes, and documentation. The results showed an improvement in children’s number recognition abilities in each cycle following the implementation of loose parts media. The improvement was evident in children’s ability to recognize and sequence numbers from 1 to 10, match quantities of objects with number symbols, and associate objects with numbers. Therefore, the implementation of loose parts media can improve early numeracy and number recognition skills in young children.
MENINGKATKAN KEMAMPUAN SOSIAL ANAK USIA 5-6 TAHUN MELALUI COOPERATIVE LEARNING Mardiah; Eneng Sri Susilawati; Suci Aprilyati Ruiyat
Jurnal Pendidikan Cendekia Terpadu (CETRA) Vol. 1 No. 2, Agustus (2026): Jurnal Pendidikan Cendekia Terpadu
Publisher : Jurnal Pendidikan Cendekia Terpadu (CETRA)

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Social skills are an important aspect of early childhood development because they are related to children's ability to interact, cooperate, communicate, share, respect others, and participate in group activities. This study was motivated by the low social skills of children aged 5–6 years at KB Hidayatul Husna, Bojongmanik District, as indicated by children's limited ability to cooperate, communicate, participate in group activities, share, and respect peers' opinions. This study aimed to improve the social skills of children aged 5–6 years through the implementation of cooperative learning. The study employed Classroom Action Research based on the Kemmis and McTaggart model and was conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The participants were 10 children, consisting of six boys and four girls. Data were collected through observation and documentation and analyzed descriptively and quantitatively by comparing the results of the pre-cycle, Cycle I, and Cycle II. The results indicated a gradual improvement in children's social skills. The percentage increased from 36.78% in the pre-cycle to 57.13% in Cycle I and 81.14% in Cycle II. The improvement was reflected in children's ability to cooperate, interact with peers, share tasks and materials, communicate, take turns, and respect peers' opinions. Therefore, cooperative learning can be used as an alternative learning approach to improve the social skills of children aged 5–6 years.
Co-Authors Eneng Sri Susilawati Hamdatul Aliyah Ina Septiana Mardiah Yusdiana