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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Nurhafizah
Universitas Negeri Padang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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PENGARUH PENGGUNAAN WEBSITE GAME INTERAKTIF TERHADAP PERKEMBANGAN KEMAMPUAN BERHITUNG ANAK USIA 5-6 TAHUN Stefany Yunita Putri; Nurhafizah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7623

Abstract

This article is written based on research conducted with the background of lowchildren&#39;s numeracy skills and the lack of variation in learning media that makeschildren quickly bored and less motivated. To overcome this, an interactive gamewebsite is used as an alternative learning media that is fun and interesting withoutdownloading the application first. The purpose of this study was to determine theeffect of using an interactive game website on childrens numeracy skills at TelkomSchools Padang Kindergarten. This study uses a quantitative approach with aquasi-experimental method. Samples were taken by purposive sampling, namelyclass B6 as the experimental group and B7 as the control group, each consistingof 18 children. Data were collected through oral tests and action tests, thenanalyzed using normality, homogeneity, and hypothesis tests with the help ofSPSS 25.0. The results showed that the average numeracy score of theexperimental class increased from 7.33 (pre-test) to 18.28 (post-test), while thecontrol class increased from 6.44 to 12.17. A significance value of 0.00 < 0.05indicates a significant effect. Thus, the use of interactive game websites hasproven effective in improving childrens numeracy skills at Telkom Schools PadangKindergarten.
The Effect of Project-Based Learning on Children's Mathematical Ability and Social Skills in Kindergarten Yesi Susanti; Nurhafizah; Setiyo Utoyo; Serli Marlina
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14446

Abstract

This study aims to analyze the effect of Project-Based Learning (PjBL) on improving early childhood mathematical abilities and social skills among children aged 5–6 years. The research employed a quantitative approach using a quasi-experimental design with a non-equivalent control group pretest–posttest design. The sample consisted of 74 kindergarten students divided into experimental and control groups. Data were collected through performance tests to assess mathematical abilities and observation sheets to measure social skills. Data analysis was conducted using the non-parametric Wilcoxon test. The results indicate a significant improvement in the experimental group compared to the control group. The average mathematical ability score increased from 12.54 (pretest) to 27.35 (posttest), with the highest N-Gain (0.87) observed in the counting indicator. Similarly, social skills improved from an average score of 1.24 to 2.79, with the highest N-Gain (0.92) in communication aspects. Statistical analysis revealed a significance value of p < 0.001, indicating that the implementation of PjBL had a statistically significant effect. These findings suggest that PjBL facilitates meaningful and contextual learning experiences, enabling children to construct mathematical understanding through concrete activities while simultaneously enhancing social interaction through collaborative tasks. In conclusion, Project-Based Learning is an effective and developmentally appropriate approach for improving both mathematical abilities and social skills in early childhood education settings.  
Development of Audiovisual-Based Parenting E-Modules to Stimulate Children's Cognitive Development in Kindergarten Oly Cintia Rita; Dadan Suryana; Rakimahwati; Nurhafizah
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14489

Abstract

This study addresses the suboptimal cognitive development of early childhood, particularly in reasoning and problem-solving skills, which is influenced by limited parental knowledge and gaps in digital literacy. The objective of this research is to develop an audiovisual-based parenting E-module that is valid, practical, and effective as a home-based learning guide to stimulate children's cognitive development. This study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The product was validated by material and media experts, while practicality and effectiveness were examined through limited trials involving parents of children aged 5–6 years in kindergarten. Data were collected using validation sheets and parent response questionnaires, and analyzed using descriptive quantitative techniques. The results indicate that the developed E-module achieved a very high level of validity, with material validation reaching 90% and media validation 86.75%. The practicality test showed a score of 92.7%, categorized as very practical, indicating that the module is easy to use, accessible, and understandable for parents. From the effectiveness perspective, findings reveal an increase in parents’ understanding, confidence, and ability to implement cognitive stimulation activities at home. These results suggest that the integration of audiovisual elements facilitates meaningful learning experiences and reduces cognitive load for users. In conclusion, the audiovisual-based parenting E-module is a feasible and effective educational tool to support early childhood cognitive development. It has strong potential to enhance parental involvement and can be utilized as an alternative digital parenting resource, particularly in contexts with limited access to structured learning materials.
Development of Interactive Educational Videos to Improve Children's Math Skills in Kindergarten Widiyawati; Nurhafizah; Rakimahwati; Dadan Suryana
Jurnal Penelitian Pendidikan IPA Vol 12 No 4 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i4.14562

Abstract

This study aimed to develop and analyze the validity, practicality, and effectiveness of Canva-based Interactive Educational Videos to improve the mathematical abilities of children aged 5–6 years in kindergarten learning. The novelty of this research lies in the integration of animated visualization, audio narration, interactive quizzes, and self-assessment features into a Canva-based numeracy learning media specifically designed for early childhood education using the ADDIE development model. This research employed the Research and Development (R&D) method with the ADDIE model consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research subjects consisted of 20 children aged 5–6 years in Group B at Humhaz Kindergarten, West Pasaman, Indonesia. Data were collected through observation, interviews, questionnaires, documentation, and pretest-posttest tests, then analyzed using descriptive statistics and N-Gain analysis. The results showed that the developed media obtained a validity score of 93.3% from material experts and 95.8% from media experts, both categorized as very valid. The practicality test results reached 95% in the small-group trial and 100% in the large-group trial, indicating that the media were very practical and easy to implement in classroom learning. Furthermore, the average score increased from 19.15 in the pretest to 25.1 in the posttest, with an N-Gain value of 0.5350 categorized as moderate improvement, indicating that the media were sufficiently effective in improving children’s mathematical abilities. However, this study was limited to one kindergarten with a relatively small sample size and short implementation duration. Practically, the developed media can be applied by PAUD/TK teachers as an interactive digital learning medium to support numeracy instruction through projector- or device-assisted classroom activities that are more engaging and developmentally appropriate for early childhood learners.
Meningkatkan Keterampilan Sains Pada Anak Usia Dini Melalui Flipbook Berbasis Augmented Reality: Tinjauan Literatur Sistematis Asyifa Maharani; Yaswinda; Nurhafizah; Setiyo Utoyo
Jurnal Penelitian Pendidikan IPA Vol 12 No 5 (2026): In Progress
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i5.14856

Abstract

The integration of digital technology in education has encouraged the development of innovative learning media, including Augmented Reality (AR)-based flipbooks in science learning. Unlike previous studies that primarily focused on student motivation and conceptual understanding, this research emphasizes the novelty of integrating AR flipbook technology specifically to develop students’ science process skills in science learning. The study aimed to examine the effectiveness of AR-based flipbooks in improving students’ science process skills and learning engagement in junior high school science classes, particularly on the topic of the human digestive system. This study employed a quasi-experimental design with a pretest-posttest control group approach. The participants consisted of 64 eighth-grade students from a junior high school, divided into an experimental group (32 students) using AR-based flipbooks and a control group (32 students) using conventional learning media. The intervention was conducted over four weeks during science learning activities. Data were collected using science process skills tests, observation sheets, and student response questionnaires. The effectiveness of the media was analyzed using descriptive statistics, paired sample t-tests, independent sample t-tests, and effect size analysis. The results showed that the experimental group achieved a higher increase in science process skills compared to the control group. The average pretest score of the experimental group increased from 61.25 to 85.40 in the posttest, while the control group improved from 60.80 to 72.15. The N-gain score of the experimental group was 0.71 (high category), whereas the control group obtained 0.42 (moderate category). Statistical analysis revealed a significant difference between both groups (p < 0.05) with a large effect size (Cohen’s d = 0.87). Students in the experimental group also demonstrated better performance in observing, classifying, interpreting data, and communicating scientific findings. In addition, questionnaire results indicated that students showed higher motivation, active participation, and positive responses toward the use of AR-based flipbooks. In conclusion, AR-based flipbooks are effective and engaging learning media that significantly improve students’ science process skills and support active learning in science education. The integration of interactive AR features into science learning provides more meaningful and contextual learning experiences, making this media highly recommended for classroom implementation.
Co-Authors Asyifa Maharani Dadan Suryana Oly Cintia Rita Serli Marlina SETIYO UTOYO Stefany Yunita Putri Widiyawati Yaswinda Yaswinda Yesi Susanti