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All Journal Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Deliyawati Hairi
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Humanities Education Physics Other

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Pengaruh Metode Bermain Peran terhadap Penguasaan Konsep Bilangan Anak Usia Dini Usia 4-5 Tahun di TK Inomata, Kec. Suwawa Selatan Sri Cindi Patuti; Mita Sari; Ravika Latedu; Deliyawati Hairi; Iyutri Ladiku; Indri Handayani H. Dulusea; Dea Prananda
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 1 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i1.862

Abstract

This study aims to evaluate the impact of role-playing methods on learning interest and number concept mastery in 4-5-year-old children at TK Inomata, Suwawa Selatan District, Bone Bolango Regency. The approach used is a quantitative experimental method with purposive sampling of 8 children, and data collection was carried out through observations of aspects such as enjoyment, focus, activity, and enthusiasm, using a 1-4 scale. The results show that the average learning interest score using the traditional method was only 5.86 (low category), with details: enjoyment 1.71, focus 1.29, activity 1.29, and enthusiasm 1.57. In contrast, the role-playing method of trading/store games showed an average score of 13.86 (very good category), with details: enjoyment 3.57, focus 3.43, activity 3.29, and enthusiasm 3.57. This significant improvement indicates that the role-playing method is more effective in creating interactive, enjoyable, and contextual learning, as well as supporting number comprehension through everyday activity imitation and social skill development. It is recommended to routinely apply this method in early childhood education (PAUD) with adequate teaching aids, as well as involve parents to support the holistic development of children during the golden age.
Hubungan Motivasi Belajar terhadap Kemampuan Membaca Siswa di SDN 5 Kabila Bone Sulastya Ningsih; Mia Nur Ara; Sri Cindi Patuti; Dewi Fitriani; Adelia Putri Abas; Deliyawati Hairi; Elvian Bakari
Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Vol. 7 No. 2 (2026): 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.v7i2.3134

Abstract

This study aimed to determine the effect of learning motivation on students' reading ability at SDN 5 Kabila Bone. The research employed a quantitative approach with a correlational design. The participants consisted of 30 first- and second-grade students selected through total sampling. Data were collected through learning motivation questionnaires, reading ability tests, and classroom observations conducted during the learning process. The results showed that the majority of students had a high level of learning motivation (60%), while 50% demonstrated good reading ability. Statistical analysis revealed a strong positive relationship between learning motivation and reading ability, with a Pearson correlation coefficient of 0.72. Furthermore, the coefficient of determination (R²) of 0.52 indicated that learning motivation contributed 52% to students' reading ability, while the remaining 48% was influenced by other factors, such as parental support and the quality of the learning environment. Students with higher learning motivation tended to read more fluently, comprehend reading materials better, and demonstrate greater confidence during learning activities. The hypothesis testing also confirmed that the relationship was statistically significant at the 0.05 significance level. Therefore, it can be concluded that learning motivation has a positive and significant effect on students' reading ability at SDN 5 Kabila Bone. These findings highlight the importance of collaboration among teachers, parents, and schools in fostering students' learning motivation to enhance their reading skills effectively.
Co-Authors Adelia Putri Abas Dea Prananda DEWI FITRIANI Elvian Bakari Indri Handayani H. Dulusea Iyutri Ladiku Mia Nur Ara Mita Sari Ningsih, Sulastya Ravika Latedu Sri Cindi Patuti