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All Journal INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Jurnal Pendidikan dan Sastra Inggris
Heldy Ivana Laturake
Universitas Pattimura
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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Pengembangan Model Pembelajaran Logika Matematika melalui Bermain Menggunakan Media Berbahan Alam di TK Negeri I Dharma Wanita Desa Eti, Kabupaten SBB Lisa Maarce Sahetapy; Heldy Ivana Laturake; Huberta Yempormasse
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 1 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i2.5323

Abstract

The research purpose is for developing effective mathematical logic learning model to early childhood through play activities using natural material media. This model is designed to stimulate children's logical thinking and mathematical abilities by utilizing natural materials such as shells, seeds, banana fronds, leaves, and stones as concrete and engaging learning media. Function of those materials is hope for enhancing children's interest and motivation in learning mathematics while considering their cognitive development stages comprehensively. The research method employed is a development research approach with stages of design, validation, and trial of the developed learning model. Validation is conducted by experts in education and early childhood learning to assess the feasibility of the model, while trials involve teachers and students at TK Negeri 1 Dharma Wanita Desa Eti, SBB Regency. The results indicate that this learning model is valid and practical for use, and it positively influences the improvement of children's mathematical logic abilities. These findings provide significant contributions for make developing of enjoyable also effective mathematics learning in early childhood education with a play-based approach using natural media. Teachers and educators can adopt this model to create an interactive learning environment that aligns with children's developmental characteristics. Additionally, the use of natural material media also supports children's awareness of their surrounding environment. Therefore, this model is a viable alternative to be developed and implemented in early childhood education.
Improving Young Children's Fine Motor Skills Through Crayon Coloring Activities At Kristina Waur Kindergarten, Kei Besar, Southeast Maluku Regency Abednego Abednego; Junita Liliana Kundre; Lisa Maarce Sahetapy; Heldy Ivana Laturake; Lussy Leonora Latuputty
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

Fine motor skill acquisition represents a foundational aspect of early childhood development, underpinning children's later readiness for writing and independent daily activities. A preliminary observation at Kristina Waur Kindergarten, Kei Besar, Southeast Maluku Regency, found that most class A children aged 4-5 years had not yet mastered adequate fine motor coordination, shown by difficulty gripping coloring instruments, limited wrist flexibility, and untidy coloring within picture outlines. This study was carried out to describe how crayon coloring activities can be used to strengthen young children's fine motor abilities. A Classroom Action Research (CAR) design based on the Kemmis and Taggart spiral model was applied over two cycles, each comprising planning, action, observation, and reflection stages, involving 13 class A children as research subjects. Data were gathered through non-participatory observation, interviews with the school principal and class teacher, and documentation, then processed using a percentage-achievement formula referring to four developmental categories: Not Yet Developing (BB), Starting to Develop (MB), Developing According to Expectations (BSH), and Very Well Developed (BSB). The findings revealed that in Cycle I, 3 children (23.08%) remained in the Not Yet Developing category, 6 children (46.15%) were classified as Starting to Develop, and 4 children (30.77%) reached the Developing According to Expectations category. Following refinement of the coloring activities in Cycle II, the results improved markedly: 1 child (7.69%) was recorded as Starting to Develop, 4 children (30.77%) as Developing According to Expectations, and 8 children (61.54%) as Very Well Developed. These results confirm that theme-based crayon coloring activities, reinforced by consistent and individualized teacher guidance, are effective in accelerating fine motor development in children aged 4-5 years. Early childhood educators are encouraged to design varied, patterned coloring tasks as a routine part of daily learning to optimize children's fine motor readiness ahead of formal schooling.
Co-Authors Abednego Abednego Huberta Yempormasse Junita Liliana Kundre Lisa Maarce Sahetapy Lussy Leonora Latuputty