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All Journal JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Vava Iman Agus Faisal
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Education

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PENERAPAN PRINSIP PRINSIP PSIKOLOGI PENDIDIKAN DALAM PENGELOLAAN KELAS: STUDI PADA PEMBELAJARAN ABAD 21 Trisna Wahyuningsih; Vava Iman Agus Faisal
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 14 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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This study aims to examine the application of educational psychology principles in classroom management in 21st-century learning and its implications for the effectiveness of the learning process. The study used a qualitative approach with descriptive methods. The research procedures included planning, data collection, data analysis, and drawing conclusions. Data collection techniques were carried out through learning observations, interviews with teachers, and documentation studies. Data analysis was carried out systematically through data reduction, data presentation, and verification. The results of the study indicate that the application of educational psychology principles, such as understanding individual differences, learning motivation, reinforcement, and social interaction, contributes to creating a conducive and participatory classroom climate. Effective classroom management encourages active student involvement and supports the development of 21st-century skills, including critical thinking, collaboration, communication, and creativity. These findings emphasize the importance of integrating educational psychology principles as a foundation for classroom management in improving the quality of learning in the modern education era
PERKEMBANGAN BAHASA ANAK DENGAN DURASI SCREEN TIME BERLEBIH DALAM PRESPEKTIF GURU: STUDI DESKRIPTIF di TK BA AISYIYAH 02 PASURENAN Anisa Triyani; Vava Iman Agus Faisal
JURNAL EKSPERIMENTAL : Media Ilmiah Pendidikan Vol. 14 No. 2 (2025): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al-Hilal Sigli Aceh- Indonesia

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Language development is a crucial aspect of the golden age of children aged 3–5 who are heavily influenced by environmental interactions. However, the current trend in device usage raises concerns regarding screen time duration that exceeds the recommendation limit. This research aims to describe language development in children with excessive screen time duration through the perspective of teachers at Aisyiyah Kindergarten 02 Pasurenan. The method used is qualitative descriptive with data collection techniques through structured interviews with class teachers and direct observation of the learning process. Research results show significant differences in communication patterns; children with high screen time intensity tend to be more silent, insulative, and only respond to one word. There was also an ecolalia phenomenon in which children imitate foreign terms from videos without understanding their meaning, as well as a decrease in focus when interacting directly. This study concluded that collaboration between teachers and parents in limiting screen duration as well as increasing interactive activities such as role-playing is essential to optimizing children's expressive and receptive language abilities.
Co-Authors Anisa Triyani Trisna Wahyuningsih