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Pascalian Hadi Pradana
Department of Early Childhood Education Teacher Education, Universitas PGRI Argopuro, Jember, Jawa Timur, 68121
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The Use of Role-Play Methods to Improve Assertiveness Skills in Early Childhood Education at Al-Hidayah Kindergarten Nurul Hidayah; Pascalian Hadi Pradana; Ahmad Afandi
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.953

Abstract

The purpose of this study is to improve the assertiveness skills of early childhood children through the application of role-playing methods in the Al-Hidayah Playgroup (KB). Through role-playing activities designed with themes close to the children's experiences, it is hoped that children can be more confident in communicating and demonstrating assertive behavior appropriate to their developmental stages. The research method used in this study is Classroom Action Research (CAR). This research was conducted in two cycles, where each cycle consists of four stages, namely planning, acting, observing, and reflecting. Based on the results of the research in the two learning cycles, there was a significant increase in the development of children's assertiveness skills in KB Al-Hidayah. In the first cycle, although the role-playing activity with the theme "My Choice Today" had been implemented with careful planning, most children still had difficulty in expressing their opinions, feelings, and desires openly and politely. Only 26.67% of children were in the Developing According to Expectations (BSH) category, while the majority were still in the Starting to Develop and Not Yet Developing categories. In the second cycle, children demonstrated better assertiveness development through an improved approach using the theme "I Like, I Don't Like" which places more emphasis on expressing personal feelings. Observations showed that 93.3% of children had reached the minimum BSH category, and 40% of them were in the Very Well Developed (BSB) category. Thus, learning using the role-playing method has proven effective in improving assertiveness skills in early childhood at KB Al-Hidayah, and indicators of learning success have been achieved in the second cycle.
The Effect of Flash Card Games on Early Children's Reading Ability Jamila Jamila; A. Zulkarnain Ali; Pascalian Hadi Pradana
Electronic Journal of Education, Social Economics and Technology Vol 6, No 2 (2025)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33122/ejeset.v6i2.941

Abstract

The purpose of this study was to determine whether flashcard games influence the reading skills of young children. The problem of low reading skills in early childhood remains a serious challenge in Indonesia. Various studies and national data show that most children aged 5–6 years have not yet mastered early reading skills appropriate to their developmental stage. This condition is exacerbated by the lack of engaging learning media and the lack of innovative approaches in reading instruction. The use of conventional methods tends to make children bored and unmotivated to learn to read. Therefore, interactive, fun solutions are needed that are appropriate to the characteristics of early childhood. One potential solution is the use of game-based learning media such as flashcards. Flashcards are visual media that can increase children's interest in letters and words while also fostering the association process between images and written symbols. The use of flashcards can improve visual memory, accelerate letter recognition, and create a fun learning atmosphere. Several studies have shown that this method is effective in improving early childhood reading skills, particularly in aspects of letter recognition and early reading as a whole. This study aimed to determine the effect of flashcard games on early childhood reading skills. The method used was an experiment with a one-group pretest-posttest design. Subjects were given a pretest, then given treatment using flashcards, and then a posttest. Data collection was conducted through observation using indicators of language and reading development. Data analysis used a paired sample t-test to determine the significance of changes before and after treatment.
Co-Authors A. Zulkarnain Ali Ahmad Afandi Jamila Jamila Nurul Hidayah