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All Journal Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Aksi Kita: Jurnal Pengabdian Kepada Masyarakat
Gracia Aulianza Puluhulawa
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Humanities Economics, Econometrics & Finance Environmental Science Physics Social Sciences Other

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Praktik Metode Bercerita dengan Media Puzzle dalam Mengembangan Afektif Anak di TK Sandhy Putra Telkom Gorontalo Reva Nesya Hamatia; Gracia Aulianza Puluhulawa; Nurul Aini MM Sodik; Fiola Indah Putri Pratama; Sri Wahyuningsih Laiya; Sulastya Ningsih; Nunung Suryana Jamin; Noval Yakub
Aksi Kita: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 6 (2025): DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/syxpe343

Abstract

Praktik kegiatan pembelajaran berbasis cerita dengan media puzzle di TK Sandhy Putra Telkom Gorontalo bertujuan untuk mengembangkan aspek afektif anak usia dini, khususnya dalam hal interaksi sosial, empati, dan pengelolaan emosi. Metode yang digunakan adalah observasi partisipatif selama praktik pembelajaran dengan tema "Binatang di Kebun Binatang". Hasil menunjukkan bahwa kegiatan bercerita dengan puzzle mampu meningkatkan antusiasme anak, keterampilan kognitif (seperti pemecahan masalah), serta kemampuan sosial-emosional seperti kerja sama dan empati. Namun, terdapat kendala seperti perbedaan kemampuan individu anak, keterbatasan media, dan kebutuhan pendampingan intensif dari guru. Inovasi seperti "Pojok Emosi" dan bercerita interaktif dengan boneka jari direkomendasikan untuk meningkatkan efektivitas pembelajaran afektif. Jadi dapat disimpulkan bahwa kegiatan bercerita dengan media puzzle terbukti efektif dalam mengembangkan aspek afektif anak, sehingga berhasil mencapai tujuan yang telah ditetapkan.
Analisis Kolaborasi Guru dan Orang Tua dalam Menindaklanjuti Hasil Asesmen Observasi terhadap Pengembangan Regulasi Diri Anak Usia Dini Auliya Abd Rahman; Annisa Fahmi Mannassai; Nurain Adwiyah Arif; Siti Khairin Nisa Ismail; Gracia Aulianza Puluhulawa
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 6 No. 4 (2025): Ta'rim: Jurnal Pendidikan dan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Yayasan Pendidikan Ilmu Qur'an Baubau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/tarim.v6i4.2884

Abstract

This study aims to analyze the forms of collaboration between teachers and parents in following up on the results of observational assessments of early childhood self-regulation development. The study employs a qualitative approach with a case study design in a non-formal early childhood education (PAUD) setting. Data were collected through observation, interviews, and analysis of assessment documents. The findings indicate that observational assessment serves as an initial foundation for identifying children’s abilities to manage emotions and behavior. The assessment results are then followed up through collaborative practices in the form of regular communication, exchange of information regarding children’s development, and agreements on guidance strategies between teachers and parents. The role of parents is evident in the consistent implementation of guidance strategies at home, aligned with the stimulation provided by teachers at school. This alignment of roles has been shown to strengthen children’s self-regulation development, particularly in impulse control, behavioral regulation, and the ability to follow rules. The study emphasizes that structured and continuous teacher–parent collaboration is a key factor in the effectiveness of follow-up actions based on observational assessment results in supporting early childhood social-emotional development.
Co-Authors Annisa Fahmi Mannassai Auliya Abd Rahman Fiola Indah Putri Pratama Ningsih, Sulastya Noval Yakub Nunung Suryana Jamin Nurain Adwiyah Arif Nurul Aini MM Sodik Reva Nesya Hamatia Siti Khairin Nisa Ismail Sri Wahyuningsih Laiya