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JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal)
Published by Universitas Muhammadiyah Ponorogo
ISSN : 2528004X     EISSN : 2528004X     DOI : -
Core Subject : Education,
Education
Jurnal INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) is double-blind peer-reviewed, open access journal that provides publication of articles in all areas of early childhood education. It aims to promote excellence through the dissemination of high-quality research findings and provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research. Jurnal Indria using Digitial Object Identifier (DOI). DOI is a unique alphanumeric string assigned by a registration agency (the International DOI Foundation) to identify content and provide a persistent link to its location on the Internet. Jurnal Indria assigns a DOI when your article is published and made available electronically.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol 10 No 2 (2025): September" : 7 Documents clear
Dual Coding Method to Stimulate Memory in Early Childhood Susanti, Dwi; Kristiana, Dian; Rusdiani, Nurtina Irsad
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 10 No 2 (2025): September
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jin.v10i2.9902

Abstract

This study aims to describe the implementation of the Dual Coding Method to stimulate the memory of early childhood students at TK Aisyiyah Ngebel. The research employs a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The findings reveal that the Dual Coding Method for stimulating memory in young children at TK Aisyiyah Ngebel consists of three main stages: planning, execution, and evaluation. During the planning stage, teachers design learning materials that integrate both text and images. In the execution stage, teachers engage in active interaction with the children to discuss and visualize concepts, enhancing their understanding and retention. The evaluation stage focuses on assessing the children's memory stimulation. The results indicate that the Dual Coding Method is effective in stimulating memory in early childhood students. Children's memory abilities are shown to be strong, as evidenced by their attentiveness, ability to retain material presented by the teacher, and recall of the provided information. This method has successfully facilitated better memory retention among the young learners. The study concludes that the Dual Coding Method is a beneficial approach for enhancing memory in early childhood education, supporting children in paying close attention, retaining, and recalling the information learned.
Pengaruh Komunikasi Efektif Guru dan Apresiasi Terhadap Kepercayaan Diri Anak Retnowati, Lilis; Ajat, Ajat
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 10 No 2 (2025): September
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jin.v10i2.10387

Abstract

This study aims to explore how effective teacher communication and appreciation can increase children's self-confidence at TKIT Nur Sa'adah Depok. Using an associative method and a quantitative approach, this study explores the relationship between independent variables (effective teacher communication and appreciation) and dependent variables (children's self-confidence). Data were collected through questionnaires filled out by teachers and parents. The results show that there is a significant relationship between effective teacher communication and appreciation and children's self-confidence at TKIT Nur Sa'adah Depok. Teachers who are able to communicate effectively and give appreciation appropriately and at the right time can increase children's self-confidence. Teacher effective communication and appreciation have a significant effect on children's self-confidence at TKIT Nur Sa'adah Depok. Therefore, it is important for educational institutions to implement communication training for teachers and use appreciation as part of an educational strategy to increase children's self-confidence.
Penggunaan Media Papan Flanel dan Kartu Kata pada Kemampuan Membaca Anak Usia Dini Uswatun, Uswatun; Suryani, Lilis
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 10 No 2 (2025): September
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jin.v10i2.10536

Abstract

This study aims to explore the use of flannel board media and word cards in developing early childhood reading skills at IT HASMI Kindergarten, Tamansari District, Bogor. The method used is a descriptive qualitative approach, which focuses on direct observation of the learning process. Data were collected through observation, interviews, and documentation studies, and analyzed with a descriptive approach. The results showed that the use of flannel board and word card media has a positive impact in increasing children's learning engagement and enthusiasm. This media allows children to learn interactively, so they are more active in asking, answering and solving problems. In addition, flannelboard and word card media help children recognize letters, syllables and words in a fun way, thus improving their reading skills. Despite some shortcomings, such as the limited capacity of the flannel board and the risk of damage to the word cards, this study found that both media can be used effectively in learning to read. Teachers at HASMI Kindergarten plan the use of these media carefully, considering the material being taught and the activities that support children's active participation. The study concludes that the use of flannel board and word card media not only improves children's reading skills, but also creates a fun and interactive learning atmosphere. Thus, this study makes an important contribution in the development of effective learning methods for early childhood, as well as being a reference for educators in designing more interesting and useful learning activities.
Pengaruh Media Pembelajaran Safari 3D Berbasis Teknologi Augmented Reality pada Pembelajaran Bahasa Inggris untuk Anak Usia 5-6 Tahun di Taman Kanak-Kanak Naura Nashyefan, Kabupaten Maros Ramadhani, Mir'a Aulyah; Rusmayadi, Rusmayadi; Amriani, Sri Rika; Rusliana, Faradillah
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 10 No 2 (2025): September
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jin.v10i2.12039

Abstract

This study alims to determine the effect of ALnimall ALR 3D Salfalri lealrning medial balsed on ALugmented Reallity Technology on the English lalngualge skills of children alged 5-6 yealrs alt Nalural Nalhyefal Kindergalrten. The resealrch method used is qualntitaltive with al qualsi-experimentall design resealrch type. This resealrch design uses nonequivallent control group design. The populaltion in this study consisted of 30 children, with al salmpling technique using salturalted salmpling so thalt the salmple of this study consisted of 30 children, who were divided into two groups, nalmely 15 children als the experimentall group alnd 15 children als the control group. Daltal collection techniques in the form of observaltion, trealtment tests alnd documentaltion with English lalngualge albility indicaltors including re-mentioning English vocalbulalry, mentioning words in English, alnd interpreting English vocalbulalry. The daltal alnallysis technique used is descriptive staltisticall alnallysis alnd non-palralmetric staltisticall alnallysis using the Wilcoxon Sign Ralnk Test. The results of the daltal alnallysis obtalined ALsym (2-taliled) = 0.001 < 0.05 mealns thalt H1 is alccepted alnd H0 is rejected, thus the English lalngualge skills in the experimentall clalss alre more improved thaln in the control clalss, this explalins thalt there is al significalnt influence of the use of ALnimall ALR 3D Salfalri lealrning medial Balsed on ALugmented Reallity Technology on English lalngualge skills in children alged 5-6 yealrs alt Nalural Nalshyefal Kindergalrten.
Pengaruh Media Busy Book Terhadap Kemampuan Literasi dan Motorik Halus Anak di TK Santa Clara Mamuju Markus, Grace Octaviana; Saodi, Syamsuardi; Amriani, Sri Rika
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 10 No 2 (2025): September
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jin.v10i2.12200

Abstract

This study aims to determine how the use of busy book media can influence children's literacy and fine motor skills. The research adopted a quantitative approach with a quasi-experimental design. The variables in this study are busy book media (X) as the independent variable, and literacy and fine motor skills (Y) as the dependent variables, using a non-equivalent group design or quasi-experimental design. The population in this study consisted of 80 children. The sampling technique used was purposive sampling, with a total of 40 children as the sample—20 children in the experimental group and 20 children in the control group. The data collection techniques employed in this study included observation, testing, and documentation. The data were analyzed using descriptive statistical analysis and parametric statistical analysis through the paired sample t-test. The results showed a significant difference between the  group that used busy book media and the group that did not. Therefore, it can be concluded that the application of busy book media significantly enhances children's literacy and fine motor skills.
Implementasi Program Pembelajaran Individual Anak Berkebutuhan Khusus di PAUD Fashlah, Anggita Gunati; Safitri, Hana Ika; Auliya, Alfiana Falan Syarri
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 10 No 2 (2025): September
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jin.v10i2.12211

Abstract

The implementation of Inclusive PAUD cannot be separated from the existence of service programs that help all children get learning that is appropriate to their respective characteristics, one of which is through the existence of individual learning programs. This study aims to examine the implementation of the Individualized Education Program (IEP) in inclusive early childhood education, specifically at TK Negeri Pembina Banjarmasin Utara 2. The IEP is a form of educational service designed based on individual assessment results of students, particularly children with special needs (CWSN), to ensure that the learning process is effective, inclusive, and aligned with each child’s unique characteristics. The research employs a qualitative method with data collected through interviews and observations. The findings show that the school involves various stakeholders in the planning and implementation of the IEP, including classroom teachers, special education teachers, parents or guardians, and psychologists. The IEP includes assessment results, the child's identity and profile, short- and long-term learning goals, teaching methods and approaches, lesson plans, as well as evaluation and follow-up plans. The evaluation is conducted continuously and adjusted flexibly in accordance with the child's development. The IEP has proven to support an adaptive and holistic learning process and helps fulfill the educational rights of children with special needs in a fair and non-discriminatory manner.
Dampak Rasio Guru terhadap Prestasi Belajar Siswa di RA Yaspi Muneng 2 Salsabila, Ervina; Kesuma, Yonanda Meisya; Astuti, Winni; Panuti, Putri Rahayuning
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 10 No 2 (2025): September
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jin.v10i2.12250

Abstract

Early childhood education is the main foundation for children to develop in the future. Optimal interaction with the learning environment is essential to support overall growth and development. One crucial factor in supporting this process is the ratio between educators and students. This study aims to investigate the impact of the teacher-student ratio on student academic performance at RA Yaspi Muneng 2. The research approach used is qualitative descriptive with a case study method. Data collection techniques include classroom observation, in-depth interviews with teachers and parents, and documentation of student learning outcomes. The research findings indicate that a single teacher guiding two age groups in one classroom faces difficulties in providing individual attention, limitations in evaluating student progress, and administrative challenges. Interviews with parents also revealed that students' development differs from that of their siblings attending different schools, with parents citing the limited number of educators as a contributing factor. An unfavorable teacher-student ratio significantly impacts the effectiveness of learning and student academic performance.

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