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All Journal Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak
Romdoni
Universitas Muhammadiyah A.R Fachruddin
Education Other

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PEMANFAATAN MEDIA WORDWALL UNTUK MENINGKATKAN KEMAMPUAN MATEMATIKA PADA ANAK USIA 5-6 TAHUN DI TK AL-FATTAH KECAMATAN JAYANTI Isnaini Zulaiha; Romdoni
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 2 (2026): April
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/fpzsjt72

Abstract

This study aims to determine the use of Wordwall media on the mathematical development of children aged 5–6 years. Aspects studied include the ability to recognize numbers 1–20, add numbers 1–20, and demonstrate number concepts. This study used a descriptive method with 15 children as subjects. Data collection techniques were carried out through observation and documentation with indicators referring to the Child Development Achievement Level Standards (STPPA) according to Permendikbud Number 137 of 2014. The results of the study indicate that the use of Wordwall media has a positive impact on children's mathematical development. Most children have been able to achieve the expected development indicators in the three aspects studied. Wordwall media creates interactive and fun learning that increases children's activeness and understanding. Thus, Wordwall media is effective for stimulating early childhood mathematical development.
Teachers' Readiness and Needs for Ethnomathematics-Based Collaborative Problem-Based Learning Romdoni; Sofia Hartati; Nurbiana Dhieni
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 3 (2026): (In Progress) Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i3.16571

Abstract

This study aimed to analyze early childhood teachers’ readiness and needs for implementing Ethnomathematics-Based Collaborative Problem-Based Learning (CPBL-E) as a foundation for developing an instructional model to foster children’s critical thinking skills. The study employed a quantitative descriptive survey design as a preliminary phase of a research and development project. Participants consisted of 123 early childhood education teachers selected through purposive sampling. Data were collected using the Collaborative Problem-Based Learning based on Ethnomathematics (CPBLE) questionnaire, which examined five dimensions: planning ethnomathematics-based CPBL activities, collaborative CPBL implementation, understanding and utilization of ethnomathematics, stimulation and assessment of children’s critical thinking skills, and implementation needs and institutional support. Data were analyzed using descriptive statistics, including means and standard deviations. The findings revealed that understanding and utilization of ethnomathematics obtained the highest score (M = 2.37, SD = 0.28), whereas collaborative CPBL implementation received the lowest score (M = 2.06, SD = 0.15). These results indicate that teachers possess a relatively strong conceptual understanding of ethnomathematics and critical thinking but continue to face challenges in implementing collaborative problem-based learning practices in classrooms. The findings highlight the need for a structured CPBL-E model to support meaningful, culturally responsive, and developmentally appropriate learning experiences in early childhood education.
Co-Authors Isnaini Zulaiha Nurbiana Dhieni Sofia Hartati