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Yusrawati JR Simatupang
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INDONESIA
BUAH HATI
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 2355102X     EISSN : 25026836     DOI : -
Core Subject : Education,
Education
Buah Hati Journal (e-ISSN 2502-6836 and p-ISSN 2355-102X) is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant studies, thinks and research results in early childhood education.Any visitor to this site can browse abstracts, read journal contents and download PDF files. Buah Hati journal is published twice a year March and September.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 149 Documents
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DEVELOPMENT OF ANIMAL-THEMED SNAKES AND LADDERS GAME MEDIA BASED ON THE ADDIE MODEL FOR EARLY CHILDREN AT KEMALA BHAYANGKARI KINDERGARTEN, WAIKABUBAK Rusmala, Aprilia; Fatirul, Achmad Noor; Hartono, Hartono
Jurnal Buah Hati Vol. 12 No. 2 (2025)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v12i2.3512

Abstract

This study aims to develop a snakes and ladders game learning media with an animal theme using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model for early childhood at Kemala Bhayangkari Kindergarten in Waikabubak. The background of this study is the limited learning media that are interesting, interactive, and appropriate to the learning characteristics of early childhood. The study uses a qualitative descriptive approach with data obtained through validation sheets, questionnaires, and feedback from design experts, media experts, material experts, colleagues, and students. Data analysis was carried out descriptively to assess the feasibility and practicality of the product. The validation results showed that the design experts gave a score of 95%, media experts 96%, material experts 73%, and colleagues 90%, all of which are in the very feasible category. User trials also showed a high level of practicality with a score of 94% in small groups, 86% in medium groups, and 88% in large groups. These findings indicate that the snakes and ladders game media is easy to use, interesting, and supports children's understanding of the learning material. This learning medium has been proven to increase children's enthusiasm, motivation, and engagement during the learning process. Overall, the research results confirm that the ADDIE-based Snakes and Ladders game is a suitable alternative for effective and enjoyable learning media in early childhood education.
THE EXPERIENCES OF USING TIKTOK AS A SOURCE OF PARENTING KNOWLEDGE Niken Dwi Widyastuti; Ali Formen
Jurnal Buah Hati Vol. 13 No. 1 (2026)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v13i1.3212

Abstract

This paper aims to explore and analyze young mothers' experiences of using TikTok as a source of parenting knowledge. Using a mixed method approach, data was collected through google forms consisting of closed and open-ended questions. A total of 92 respondent mothers with young children participated in this study. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using a thematic analysis approach and presented in a descriptive narrative. The results showed that most respondents found parenting content on TikTok helpful, and accessed it at flexible times to suit their daily routines. TikTok is considered superior to other social media because it presents information in a concise, practical and easy-to-understand style. Despite the high level of trust in influencers, the majority of mothers still verify information through other sources, reflecting active digital literacy. Some respondents stated that there has been a significant change in parenting. These results suggest that TikTok is not just an entertainment platform, but also serves as a relevant and adaptive informal learning space for young mothers. This research provides a snapshot of the shifting ways parents access and internalize parenting information in the digital age.
READ ALOUD AS A METHOD FOR IMPROVING LITERACY IN CHILDREN AGED 4-5 YEARS TOWARD GOLDEN INDONESIA: AN EXPERIMENTAL STUDY AT EARLY CHILDHOOD EDUCATION SCHOOLS IN CILEGON CITY Is Nurhayati
Jurnal Buah Hati Vol. 13 No. 1 (2026)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v13i1.3862

Abstract

Indonesian society falls into the category of low literacy activity, stagnating at a rate of 37.32. This indicates that there is still an urgent need to improve literacy across all layers of society, including early childhood. Read aloud has become one of the methods to enhance literacy development in early childhood. Thus, the researcher wants to determine the effectiveness of read aloud as a method for improving literacy in children aged 4-5 years at early childhood education (PAUD) schools in the city of Cilegon toward a golden Indonesia. This study employed a pre-experimental design. Data collection techniques included questionnaires, observations, and documentation. Hypothesis testing was conducted using a paired-sample t-test with SPSS 27. Based on the research results, it can be concluded that the calculated t-value (46.142) is greater than the critical t-value (1.666), meaning that the read-aloud method is significantly effective in improving literacy among 4- to 5-year-old children at early childhood education (PAUD) schools in the city of Cilegon, contributing to the “Golden Indonesia” initiative. In practical terms, this study is expected to be of practical benefit to early childhood education (PAUD) teachers in Cilegon City in implementing the read-aloud method, encouraging PAUD institutions to further integrate the read-aloud method into classroom activities, and providing an adequate collection of storybooks. The practice of read-aloud by teachers in schools serves as a form of ongoing literacy stimulation. This study can serve as evidence-based input for policy formulation through the development of more targeted teacher training modules.
THE ROLE OF TEACHERS IN CONDUCTING ASSESSMENTS OF THE LANGUAGE DEVELOPMENT OF 4-5 YEAR-OLD CHILDREN AT TIRTAYASA ISLAMIC KINDERGARTEN Pika Mariama; Kristiana Maryani; Tri Sayekti
Jurnal Buah Hati Vol. 13 No. 1 (2026)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Language development assessment in early childhood often faces challenges of objectivity, due to children's behavior in the classroom being difficult to predict. This condition requires teachers to have a deep understanding of how to carry out assessments properly. This study aims to describe the role of teachers in planning, implementing, analyzing, providing feedback, and evaluating, while simultaneously addressing real challenges in conducting language development assessments for children aged 4-5 years at TK Islam Tirtayasa. Through a descriptive qualitative approach, data were comprehensively collected using observation techniques, in-depth interviews with class teachers, and field documentation in the form of checklists, anecdotes, and the work results of Group A children. The data analysis used is based on Miles and Huberman, which includes data reduction, data display, and drawing conclusions. The research results show that Group A teachers have systematically implemented language development assessments through several stages. Nevertheless, in carrying out the effectiveness and consistency of these assessments, teachers sometimes face challenges, namely less conducive classroom conditions, such as children running around, fighting, and crying. This study provides new findings on the contribution regarding the importance of aligning the ability to conduct assessments with teachers' skills in classroom management to maintain the accuracy of assessment results on early childhood language development.
THE USE OF JOURNALING TO DEVELOP SELF-CONFIDENCE AND SELF-EXPRESSION SKILLS IN EARLY CHILDHOOD Ulfah Dwi Lestari; Tri Sayekti; Kristiana Maryani
Jurnal Buah Hati Vol. 13 No. 1 (2026)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Self-confidence is an important aspect of development that needs to be fostered from an early age. One activity that can support children’s self-expression and self-confidence is journaling, particularly through morning journaling activities. This study aims to describe the implementation of journaling in developing self-expression and self-confidence in early childhood. The study used a descriptive qualitative approach, involving four homeroom teachers from Group B as the main informants. Data were collected through participatory observation over eight days, semi-structured interviews, and documentation, and their validity was tested using triangulation of methods. The results of the study indicate that: (1) the morning journaling session was consistently conducted as an opening routine, giving children complete freedom to express themselves through drawings and writing; (2) teachers played an active role as facilitators and motivators through prompting questions, positive reinforcement, direct assistance, and storytelling opportunities; (3) supporting factors included punctual attendance, family support, and a warm welcome from teachers, while inhibiting factors included children’s tardiness, unstable emotional states, and limited time for guidance. Overall, the implementation of the morning journal indicates a positive contribution to the development of self-expression and self-confidence in early childhood, supported by teacher readiness, family involvement, and consistency in implementation.
IMPROVING THE CONCENTRATION OF CHILDREN AGED 5-6 YEARS THROUGH BEADING ACTIVITIES AT KARTIKA II-3 KINDERGARTEN Syarifah Aliyah Herdady; Yuni Dwi Suryani
Jurnal Buah Hati Vol. 13 No. 1 (2026)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v13i1.3561

Abstract

This study aims to improve the concentration ability of children aged 5-6 years through beading activities at TK Kartika II-3, Palembang City. Based on the results of the initial observation, out of 15 children, 14 experienced difficulties in maintaining focus, were easily distracted, and did not complete task thoroughly. To address this issue, the study employed Classroom Action Research using the Kemmis and McTaggart model, which consists of the stages of planning, action, observation, and reflection. The research was conducted in two cyles with a total of 16 meeting. Beading activites were selected because the involve choosing colors, selecting shapes, listening to instructions, following patterns, and threading beads onto strings, which can train children‘s focus and accuracy. The research subjects consisted of 15 children from group B1. Data were collected through observation, documentation, and assessment sheets the results showed an improvement in children‘s concentration abilities from the pre-cycle to Cycle II. In the pre-cycle, most children were in the “beginning to develop“ category, which increased to 60% in the “developing as expected“ category in Cycle I and reached 80% in the “very well developed“ category in Cycle II. These findings indicate that beading activities are effective in improving early childhood concentration as they provide engaging, active, and varied learning experiences.
ANALYSIS OF OBSTACLES IN IMPLEMENTING HEALTHY LIFESTYLE BEHAVIORS THROUGH BALANCED NUTRITIONAL EATING Sumiati Sumiati; Rr. Dina Kusuma Wardhani; Ratih Kusumawardani
Jurnal Buah Hati Vol. 13 No. 1 (2026)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v13i1.3613

Abstract

Understanding of healthy food consumption patterns continues to evolve along with advances in science and technology. Therefore, an appropriate concept is needed for effective implementation. This study aims to identify the types of food and drinks children bring to school every day, examine the obstacles parents face in preparing nutritionally balanced lunches, and analyze various factors that influence school consistency in supporting the habit of bringing healthy lunches to children. This study used a qualitative descriptive approach with data collection techniques including observation, interviews, and documentation. The data analysis process was carried out through the stages of data reduction, data presentation, and drawing conclusions. The data sources in this study involved school principals, teachers, and parents. The results showed that the variety of lunches brought by children to school did not fully meet the principles of balanced nutrition. On the other hand, most parents did not experience significant obstacles in preparing lunches. Factors influencing school consistency in implementing the habit of bringing nutritionally balanced lunches include the level of understanding of educators, the implementation of school programs, and support from the school environment.
THE EFFECT OF KIDS’ IMAGINATION AND INSPIRATION FLIP (KIDIFLIP) MEDIA ON STORYTELLING INTEREST OF 5-YEAR-OLD CHILDREN AT TK KEMALA BHAYANGKARI 33 UNGARAN Nur Azizah; Swantyka Ilham Prahesti; Himmah Taulany; Ari Pardi
Jurnal Buah Hati Vol. 13 No. 1 (2026)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v13i1.3779

Abstract

Storytelling interest is an essential aspect of early childhood language development; however, in practice, many children show low interest in expressing stories orally. This condition was observed among five-year-old children at TK Kemala Bhayangkari 33 Ungaran, who demonstrated limited confidence, attention, and ability to convey story sequences. This study aimed to examine the effect of using the Kids’ Imagination and Inspiration Flip (KidiFlip) media on the storytelling interest of five-year-old children. The study employed a quantitative approach with a one-group pre-test and post-test design. The sample consisted of 25 children selected through purposive sampling. Data were collected using observation sheets and storytelling interest questionnaires with a 1–5 rating scale, then analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, and the paired sample t-test. The results showed an increase in the mean storytelling interest score from 24.4 in the pre-test to 46.4 in the post-test. The paired sample t-test revealed a significance value of 0.000 < 0.05, indicating a significant effect of the KidiFlip media on children’s storytelling interest. The KidiFlip media proved effective in improving children’s attention, confidence, and participation in storytelling activities in early childhood education.
THE EFFECT OF THE PROBLEM-BASED LEARNING (PBL) MODEL AND SELF-EFFICACY ON CRITICAL THINKING SKILLS Yunidawati Yunidawati; Nurrohmatul Amaliyah; Budhi Akbar
Jurnal Buah Hati Vol. 13 No. 1 (2026)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Science learning in Grade V at SDN Ciganjur 04 is still teacher-centered, causing students to be passive, limiting the development of critical thinking skills, and resulting in low self-efficacy in learning. This study aims to analyze the effect of the Problem Based Learning (PBL) model and self-efficacy on students’ critical thinking skills. This research employed a quantitative experimental method with a 2×2 factorial design. The sample consisted of 64 students, including 32 students in the experimental class (PBL) and 32 students in the control class (conventional learning), selected using saturated sampling technique. Data were analyzed using a two-way ANOVA test. The results showed that: (1) there is a significant effect of the PBL model on critical thinking skills (Fcount = 11.248 > Ftable = 4.210); (2) there is a significant effect of self-efficacy on critical thinking skills (Fcount = 6.704 > Ftable = 4.210); and (3) there is a significant interaction effect between the PBL model and self-efficacy on critical thinking skills (Fcount = 11.991 > Ftable = 4.210). Therefore, the implementation of the PBL model supported by high self-efficacy can optimally improve students’ critical thinking skills.

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