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Ahmad Afandi
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.
Improving Fine Motor Skills through Pattern Cutting Activities in RA At-Taqwa Children Sulfi Mubarrokah; Ahmad Afandi; A. Zulkarnain Ali
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.v6i2.968

Abstract

This study aims to determine the improvement of children's fine motor skills through the implementation of pattern cutting activities at RA At-Taqwa. This study is a Classroom Action Research (CAR) with a descriptive method approach. This research was conducted collaboratively between researchers and class teachers to improve children's fine motor skills through pattern-cutting activities. This study was designed in two cycles, where each cycle consists of four main stages, namely: a) planning; b) implementing action; c) observing; and d) reflecting. The results showed that 11 of the 17 children (64.71%) had achieved the success indicator, which was at least in the Developing According to Expectations (BSH) category. This result did not meet the success indicator, so it will be continued in cycle II. Based on the results of the reflection, the teacher made a number of improvements in cycle II, including simplifying the pattern, adding motor warm-up activities, and providing assistance based on the child's abilities. After these improvements, the results in cycle II showed a significant improvement. A total of 11 children (64.7%) reached the BSB category, 5 children (29.41%) were in the BSH category, and only 1 child (5.88%) was still in the MB category. No children were in the BB category. This means that 16 of the 17 children (94.12%) have achieved the success indicator, which is at least in the Developing According to Expectations (BSH) category.
The Effect of Sensory Play Classes on Emotional Regulation in Children Aged 4 to 5 Years Aning Kuni Irodatan; Nurhafit Kurniawan; 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.v6i2.940

Abstract

The purpose of this study was to determine whether or not there was an effect of sensory play classes on the emotional regulation of children aged 4–5 years. This study was a quantitative study with a quasi-experimental approach (quasi-experimental research) that aimed to determine the effect of sensory play classes on the emotional regulation of children aged 4–5 years. This study used a non-equivalent control group design, in which there were two groups, namely the experimental group (taking sensory play classes) and the control group (taking regular learning). The results of the study showed that based on the pretest and posttest data, as well as the statistical tests that had been carried out, it can be concluded that after the treatment in the form of sensory play classes was given to the experimental group for eight meetings, there was a significant increase in emotional regulation scores. The posttest results showed a fairly large difference in scores between the experimental group (average = 65.89) and the control group (average = 50.13), with significant t-test results (p = 0.000 0.05). The normality and homogeneity tests indicated that the data from both groups met the requirements of the parametric test, with normal data distribution and homogeneous variance. Thus, it can be concluded that sensory play classes have a significant influence on improving emotional regulation in children aged 4–5 years. Children become more able to recognize, control, and express their emotions in a more positive way after participating in sensory play sessions.
Co-Authors A. Zulkarnain Ali Aning Kuni Irodatan Nurhafit Kurniawan Nurul Hidayah Pascalian Hadi Pradana Sulfi Mubarrokah