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All Journal AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra
Roihanatus Salsabila
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Pengaruh Metode Bermain dan Bercerita Terhadap Perkembangan Bahasa Anak Di TK Dian Harapan Makkio Baji Takalar Roihanatus Salsabila; Putri, Adelia; Musfira, Musfira; Martuty, Arie
ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra Vol. 4 No. 1 (2026): Isolek: Jurnal Pendidikan, Pengajaran, Bahasa, dan Sastra (Maret 2026)
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/isolek.v4i1.758

Abstract

Early childhood language development is a crucial aspect of holistic growth and development, especially in Dian Harapan Makkio Baji Kindergarten in Takalar, located in an area with a language delay rate of 12–14%. This study aims to examine the effect of play and storytelling methods on the expressive language skills of children aged 5–6 years, analyze development before and after intervention, and assess the effectiveness of the integrated application of both methods. Using a Quasi-Experimental design with 14 subjects divided into experimental and control groups, the study was conducted over six weeks with a Likert-scale pretest and posttest. The results showed a significant increase in the experimental group, with an average score of 67.57 to 86.43, while the control group only increased from 65.29 to 68.43. The Wilcoxon test confirmed a significant effect (p = 0.018) of the play and storytelling method on language development, compared to the insignificant change in the control group (p = 0.310). Thus, this method is proven to be effective in improving the quality of children's language development objectively and measurably.
The effect of Forest School implementation on the intelligence of naturalists aged 5-6 years Roihanatus Salsabila; Intisari; Fadhilah Latief
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v91.31238

Abstract

Background: The development of early childhood naturalist intelligence has not been optimal due to the limited implementation of nature-based learning within the school environment, resulting in children having fewer opportunities to interact directly with nature and develop environmental awareness. Objective: This study aims to examine the effect of the Forest School approach on improving early childhood naturalist intelligence. Methods: This research employed a quantitative approach with an experimental method using a one-group pretest-posttest design. The participants consisted of 15 children from group B at Akhlakul Karimah Kindergarten, Gowa Regency, selected through purposive sampling. Data were collected through observation and documentation using instruments that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and the Wilcoxon Signed Rank Test, with a significance value (Asymp. Sig. 2-tailed) of 0.001. This significance value is less than 0.05 (0.001 < 0.05). Results: The findings indicate that the implementation of the Forest School approach has a significant effect on children’s naturalist intelligence. This is evidenced by improvements in children’s abilities to recognize, observe, classify, and demonstrate care for the environment after receiving the treatment. Additionally, during the learning process, children showed increased activeness, independence, and a higher level of curiosity. Conclusion: The Forest School approach is proven to be an effective learning strategy in enhancing early childhood naturalist intelligence through direct, meaningful, and nature-based learning experiences, thereby supporting more holistic child development
Co-Authors Fadhilah Latief Intisari Martuty, Arie Musfira, Musfira Putri, Adelia