Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Ta'rim: Jurnal Pendidikan dan Anak Usia Dini Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Dea Prananda
Unknown Affiliation
Humanities Education Physics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
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.
Tinjauan Pustaka: Literasi Dasar pada Siswa Kelas 1 Sekolah Dasar melalui Pembelajaran Membaca Permulaan Dea Prananda; Sahrini Amir; Nur Jelita Lauli; Sulastya Ningsih
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.v7i2.3135

Abstract

Basic literacy serves as the cornerstone of academic success; however, beginning reading skills among first-grade elementary school students remain notably underdeveloped. This study aims to examine how beginning reading instruction contributes to basic literacy and to identify key factors that support its success. A Systematic Literature Review (SLR) employing a qualitative descriptive approach was utilized. Data were sourced from three national journals, retrieved through Google Scholar using keywords such as basic literacy, beginning reading, and first-grade elementary students. From 20 initially identified articles, four met the inclusion criteria and were analyzed using content analysis techniques. Findings indicate that students face challenges in letter recognition, distinguishing similar-shaped letters, and combining syllables, attributed to internal factors (e.g., low motivation and cognitive limitations) and external factors (e.g., monotonous teaching methods and insufficient parental involvement). Various interventions proved effective: the Picture Word Inductive (PWI) model increased reading skills from 69% to 86%; picture card media raised early reading abilities from 30.83% to 91.6%; and the digital Mora Game demonstrated high effectiveness with an N-Gain score of 73.35%. Successful literacy depends on engaging media, child-centered approaches, collaborative support from teachers and parents, and the wise pedagogical use of technology. Early intervention is crucial to preventing persistent reading difficulties and establishing a robust academic foundation for students.
Co-Authors Deliyawati Hairi Indri Handayani H. Dulusea Iyutri Ladiku Mita Sari Ningsih, Sulastya Nur Jelita Lauli Ravika Latedu Sahrini Amir Sri Cindi Patuti