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All Journal Electronic Journal of Education, Social Economics and Technology
A. Zulkarnain Ali
Department of Early Childhood Education Teacher Education, Universitas PGRI Argopuro, Jember, Jawa Timur, 68121
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Efforts to Improve Fine Motor Abilities through Collage Activities in Early Childhood Wahyuni Nur Cahyawati; A. Zulkarnain Ali; Nurhafit Kurniawan
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.v6i2.954

Abstract

This study aims to improve fine motor abilities in early childhood through structured collage activities as part of a learning intervention. Fine motor skills are essential for early childhood development, particularly in supporting hand–eye coordination, muscle control, and readiness for academic tasks such as writing and drawing. The research employed Classroom Action Research (CAR), conducted in two cycles, each consisting of four stages: planning, implementation, observation, and reflection. The research subjects were 15 early childhood learners identified as experiencing delays in fine motor development. Data collection techniques included direct observation, documentation, and pre-test and post-test assessments to measure changes in children’s fine motor performance. The results of the study indicate a notable improvement in children’s fine motor abilities after the implementation of collage activities. In the first cycle, only 51.67% of children achieved the categories of “expected development” and “very good development.” After revising the learning strategies and optimizing the use of collage materials in the second cycle, this percentage increased significantly to 83%. The findings demonstrate that collage activities effectively stimulate fine motor muscles, enhance hand–eye coordination, and improve children’s concentration and accuracy in completing tasks. In addition, collage activities contribute positively to children’s creativity, independence, and engagement in learning. Overall, collage activities are proven to be an effective, enjoyable, and easily implemented learning strategy for improving fine motor skills in early childhood education. The study recommends the integration of collage-based activities into daily learning practices to support optimal motor development in young children.
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 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 Ahmad Afandi Jamila Jamila Nurhafit Kurniawan Pascalian Hadi Pradana Sulfi Mubarrokah Wahyuni Nur Cahyawati