Garuda - Garba Rujukan Digital

PENINGKATAN KEMAMPUAN SOSIAL EMOSIONAL MELALUI BERMAIN PERAN BERBASIS MARKET DAY USIA 4-5 TAHUN DI POS PAUD KEMUNING 18 TAHUN 2026 Wati, Linda; M. Fadil Djamali; Muhammad Agus Sugiarto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45807

This research is motivated by the lack of social emotional abilities of children aged 4-5 years at POS PAUD Kemuning 18, which is caused by the teaching and learning methods used are still rudimentary in lecture techniques and the tools used are limited to books, so that the stimulation provided is not optimal. This study aims to support the social emotional development of children aged 4-5 years through the role play method based on market day as an active learning method. The approach used is the Classroom Action Research (CAR) model of Kemmis and Mc Taggart, which was carried out in two cycles with the steps of planning, implementation, observation, and reflection. The results of the study showed that in cycle 1, children's social emotional abilities had not developed optimally, with only 3 children achieving Still Developing (MB), and 4 students obtaining the classification of Developing According to Expectations (BSH) out of 7 children. After improvements were made to learning in cycle 2, there was an increase, where 2 children obtained the classification of Developing According to Expectations (BSH) and 4 students obtained Very Good Development (BSB) out of 7 children. With a success percentage of up to 85%. This improvement demonstrates that the use of market day-based role-playing as an engaging learning method can increase learning interest, activeness, and the ability of children who are not yet able to cooperate and develop self-confidence. Therefore, the learning activities implemented were successful in improving the social and emotional development of early childhood.

PENINGKATKAN KEMAMPUAN KOGNITIF MELALUI MEDIA LOOSE PART PADA ANAK USIA 5-6 TAHUN DI KB NURUL ULUM LAMPEJI MUMBULSARI TAHUN 2025-2026 Zulfa Rifqiah; M. Fadil Djamali; Muhammad Agus Sugiarto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45849

This study aims to improve the cognitive skills of youngsters aged 5-6 years by incorporating loose parts into learning exercises. The research method used in this study is Classroom Action Research (CAR), which is based on the Kemmis and McTaggart model and consists of four stages: preparation, implementation, observation, and reflection. The research was conducted in two cycles that included preparation, activity, observation, and reflection stages. The investigation was carried out in two stages involving children between five and six years old years as the study subjects. The use of loose parts used in this study include natural materials, recycled materials, textiles, and wooden materials to stimulate children's creativity and encourage them to generate new ideas during play. The study's conclusions show that the application of loose parts effectively improves children’s cognitive abilities, as evidenced by increased analytical thinking, inventiveness, and problem-solving skills Therefore, loose parts can be regarded as an effective alternative learning medium to improve early childhood cognitive development.

PENINGKATAN PERKEMBANGAN KOGNITIF MELALUI SENSORY PLAY PADA ANAK USIA 4-5 TAHUN DI SPS KEMUNING 26 MUMBULSARI TAHUN AJARAN 2025-2026 Eka Husseina, Ikrimah; M. Fadil Djamali; Muhammad Agus Sugiarto
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.45850

The goal of this research is to use sensory play at SPS Kemuning 26 to enhance the cognitive development of children between the ages of four and five. The issue addressed in this study is the low level of children's cognitive development achievement, especially in the ability to group, understand cause-effect relationships, and solve simple problems, which is thought to be influenced by the less than optimal learning strategies based on direct experience. The Classroom Action Research (CAR) design used in this study was conducted in two cycles, each of which included stages for planning, action, observation, and reflection. This study involved four to five-year-old students at SPS Kemuning 26. Structured observation, documentation, and evaluation of children's development were utilized to collect data, and quantitative and qualitative descriptive approaches were employed for data analysis. Developmental completeness criteria were used to identify success indicators. The findings of the study indicated an improvement in children’s cognitive development achievements in each cycle after the implementation of sensory play, which was marked by an increase in the percentage of children's developmental completeness according to the established indicators. These results suggest that early childhood cognitive development can be stimulated by sensory play as a learning approach. Therefore, sensory play is suggested as an innovative, experience-based approach to learning in early childhood education.

MENINGKATKAN KEAKTIFAN BELAJAR MURID MELALUI ALAT PERMAINAN EDUKATIF DI KB AN-NUR SUMBERWRINGIN BONDOWOSO Dwi Febriana, Falisa; M. Fadil Djamali; Eka Olivia Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64164

Learning activeness is an essential indicator of the quality of early childhood education because it reflects children's physical, cognitive, emotional, and social engagement throughout the learning process. Preliminary observations conducted at KB An-Nur Class B-2, Sumberwringin, Bondowoso revealed that children's learning activeness was relatively low due to the limited availability and poor condition of Educational Play Equipment (EPE), resulting in less varied learning activities and passive classroom participation. This study aimed to improve children's learning activeness through the implementation of cardboard-based Educational Play Equipmentspecifically designed to meet the developmental characteristics of early childhood learners. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, which consisted of two cycles involving the stages of planning, action, observation, and reflection. The research participants were children in Class B-2 of KB An-Nur. Data were collected through structured observations, documentation, and field notes. Learning activeness was assessed using five indicators: participation in learning activities, willingness to ask and answer questions, engagement in using Educational Play Equipment, cooperation with peers, and enthusiasm during classroom activities. The findings demonstrated that the implementation of cardboard-based Educational Play Equipment progressively enhanced children's learning activeness from the initial condition to Cycle I and showed a more substantial improvement in Cycle II after several refinements were introduced, including increasing the number of Educational Play Equipment sets, implementing small-group learning, and providing reinforcement through rewards. These improvements expanded children's opportunities to explore learning media, strengthened social interaction, and encouraged active participation throughout the learning process. The study concludes that cardboard-based Educational Play Equipment is an effective, economical, and environmentally friendly learning medium for enhancing early childhood learning activeness through child-centered, concrete, and enjoyable learning experiences. These findings provide practical implications for early childhood educators in developing innovative learning media from recycled materials to improve the quality of classroom learning

STRATEGI GURU PAUD DALAM MENINGKATKAN KARAKTER MANDIRI ANAK DARI KELUARGA PEKERJA LEPAS DI KB AN NUR SUKOSARI KIDUL Nur Diana Holidah, Fiky Amalia; M. Fadil Djamali; Eka Olivia Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64210

The development of independence during early childhood is a fundamental aspect of socio-emotional growth that is strongly influenced by both family and school environments. However, children from freelance worker families often experience limited parental assistance due to irregular working hours, unstable income, and demanding physical labor, resulting in inadequate stimulation of independent behavior. This study aims to analyze early childhood teachers' strategies in fostering children's independence, identify the forms of independence developed after pedagogical stimulation, and examine the supporting and inhibiting factors encountered during the implementation of these strategies. This research employed a qualitative descriptive approach and case study, conducted at KB An Nur Sukosari Kidul, Bondowoso, Indonesia. The participants consisted of two teachers, forty children aged 3–6 years, and seven parents selected through purposive sampling. Data were collected through structured observations, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldana, while data credibility was ensured through source and technique triangulation. The findings indicate that teachers implemented six integrated pedagogical strategies: environmental conditioning, structured habituation, teacher modeling, positive reinforcement, persuasive instructional guidance, and continuous communication with parents. These strategies contributed to significant improvements in children's physical independence, psychological confidence, and responsibility in daily classroom activities, despite the limitations of family support. Nevertheless, the effectiveness of these strategies was influenced by parental consistency, socioeconomic conditions, and the intensity of school-family collaboration.

Title

Found 5 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 5 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 5 Documents
Search