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All Journal Jurnal Eduscience (JES) El Midad: Jurnal Jurusan PGMI
Mohammad Syahri
Universitas Muhammadiyah Malang
Religion Education Social Sciences Other

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BUSY BOOK MEDIA DEVELOPMENT TO STIMULATE LITERACY AND NUMERACY DEVELOPMENT ASPECTS EARLY CHILDHOOD Nur Ifyati; Mohammad Syahri; Siti Fatimah Soenaryo
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14282

Abstract

This study aims to develop busy book media to stimulate aspects of literacy and numeracy development in early childhood. The research method used is Research and Development (R&D) with the ADDIE model consisting of analysis, design, development, implementation, and evaluation. This research and development were carried out through 3 stages of trials, namely material expert trials, media expert trials, and trials of media use in children. The subjects of the research and development were 25 children in group A, aged 4-5 years at TK ABA Karangasem 03 Jetak Paciran. Data collection techniques and instruments used included material expert questionnaires, media expert questionnaires, children's response questionnaires, interview and observation sheets, and documentation. The data analysis technique in this study used qualitative and quantitative data analysis. The results of this research and development showed that the value obtained by the busy book media from the material expert trial was 82% in the "Feasible, no need for revision" qualification. The next stage of the media expert trial was 95% in the qualification of "Very Eligible, no need for revision", and the last trial of media use in children was 92.3% in the qualification of "Very Eligible, no need for revision". Based on the results of the research and development that have been carried out, busy book media is helpful in stimulating aspects of literacy and numeracy development in children. "Eligible" used
AUTHENTIC LEARNING THROUGH A MARKET DAY PROGRAM IN KINDERGARTEN: ITS IMPACT ON CHILDREN’S INDEPENDENCE AND SELF-REGULATION Khusnatul Mawaddah; Dyah Worowirastri Ekowati; Mohammad Syahri
JURNAL EDUSCIENCE Vol 13, No 2 (2026): in Press
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8604

Abstract

Purpose – This study evaluates the Market Day program at TK ABA Percontohan, Bojonegoro Regency, as an authentic learning strategy to foster independence in early childhood using a CIPP-based evaluation framework.Methodology – The study used a qualitative approach. Participants were selected purposively and involved 27 respondents: the principal (n=1), teachers (n=4), and parents/guardians (n=5), while 17 children were observed as research subjects without being interviewed. Data were collected through structured observations during Market Day, semi-structured interviews, and document analysis. Data analysis followed an interactive process of reduction/coding, data display, and drawing and verifying conclusions through source and method triangulation.Findings – Market Day functioned as an authentic learning activity that stimulated children's life skills, including early financial literacy, confidence in social interaction, decision-making based on their allowance, responsibility for their goods and sales booth, and emotional self-regulation (waiting in line, being patient, and accepting consequences). The main challenges were money, numeracy skills—especially when calculating and giving change—differences in children's confidence and communication, queue discipline, and inconsistent parental involvement and product standards. These findings suggest the need for stronger scaffolding to support money-related numeracy.Contribution – This study contributes by providing a holistic CIPP-based evaluation of Market Day, formulating observable indicators of children’s independence in authentic transaction settings, and offering practical recommendations to strengthen scaffolding and program quality in kindergarten and similar early childhood education contexts.
Co-Authors Khusnatul Mawaddah Nur Ifyati Siti Fatimah Soenaryo Worowirastri E., Dyah