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Peran TBM Bilik Urang dalam Pembelajaran Literasi Dasar Anak Pra Sekolah Mahira Mujahida Ani Mufti; Anita Anita; Evi Afiati
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 1 (2022): Juni 2022
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i1.5702

As a provision during the school period, it is important to introduce literacy to pre-school children. Community Reading Park (TBM) is one of the facilities that facilitate pre-school children in recognizing literacy. In this regard, it is important to explore how TBM introduces literacy to pre-school children. For this reason, this study discusses the role of the Bilik Urang community reading garden in introducing basic literacy to early childhood children in Cigadung Village, the majority of whom have low incomes. This study used a qualitative approach where data collection techniques were carried out through interviews, observations, and literature reviews. This study aims to describe the role of TBM Bilik Urang in introducing basic literacy to pre-school children and how volunteers manage the Bilik Urang Community Reading Park and implement basic literacy teaching strategies. The results of this study indicate that 1) the existence of TBM Bilik Urang helps introduce literacy to pre-school children, especially those from low-income families, 2) TBM Bilik Urang volunteers have a role in introducing literacy to children through planned strategies and activities. Keywords: Community Reading Park; basic literacy; early childhood ReferencesAffrida, E. N. (2018). Model Pembelajaran Literasi Dasar Dalam Mengembangkan Kemampuan Kognitif Dan Bahasa Di Taman Kanak-Kanak. Wahana, 70(2), 7–10. https://doi.org/10.36456/wahana.v70i2.1736Carol, S., & A. Wasik, B. (2008). Pendidikan Anak Usia Dini : Menyiapkan Anak Usia Tiga, Empat, dan Lima Tahun Masuk Sekolah (2nd ed., Vol. 1). Pearson Education. Darnis, S. (2020). The Development Of Children’s Story Book Media Based On Oral Story Of Local Tradition To Support The Literacy Program For Kindergarten Level. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 5(2). Dewayani, Sofie. (2019). Model Pembelajaran Literasi Untuk Jenjang Prabaca Dan Pembaca Dini (1st ed.) [E-book]. Badan Pengembangan Bahasa dan Perbukuan Kementerian Pendidikan dan Kebudayaan. Gibson, S. (2008). Reading aloud: A useful learning tool? ELT Journal, 62(1), 29–36. https://doi.org/10.1093/elt/ccm075Imroatun, I. (2018). Alternatif Media Pengembangan Literasi Baca Tulis Berbahasa Nasional bagi Siswa Raudlatul Athfal AH-. Al Hikmah Proceedings on Islamic Early Childhood Education, 1(April), 103–112. Kartini, Darmiyanti A, Riana N. Metode mendongeng kisah nabi dalam penanaman moral anak usia dini. As-Sibyan J Pendidik Anak Usia Dini. 2021;7(1):13-28. Kurniawan, H. (2018). Pengembangan Lingkungan Belajar Literasi Untuk Anak Usia Dini. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 2(1), 45–56. Lane, H. B., & Wright, T. L. (2007). Maximizing the Effectiveness of Reading Aloud. The Reading Teacher, 60(7), 668–675. https://doi.org/10.1598/rt.60.7.7Makin, L., & Whitehead, M. R. (2003). How to Develop Children′s Early Literacy: A Guide for Professional Carers and Educators (First ed.). SAGE Publications Ltd. Nurhayati, R. (2019). Membangun Budaya Literasi Anak Usia Dini dalam Keluarga. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 4(1), 79–88. https://doi.org/10.47200/JNAJPM.V4I1.918Refiani, D. A., Umayah, & Mu’awwanah, U. (2019). Upaya Meningkatkan Kemampuan Mengenal Huruf Melalui Balok Huruf. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 4(2), 103–118. Rida Fironika K. (2005). Pembiayaan Pendidikan Di Indonesia. J Ilmu Pendidik Dasar. Published online:43-64. Saepudin, E., Agustini Damayani, N., & Sukaesih, -. (2017). Literasi Media Bagi Guru Paud Di Kecamatan Cicalengka. Dharmakarya, 5(1), 38–43. https://doi.org/10.24198/dharmakarya.v5i1.9892Saepudin, E., Sukaesih, S., & Rusmana, A. (2017). Peran Taman Bacaan Masyarakat (TBM) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821Santoso, B., & Yusri, S. (2010). Skema dan Mekanisme Pelatihan (1st ed.). Yayasan Terumbu Karang Indonesia. Stewart, R. A., Bailey-White, S., Shaw, S., Compton, E., & Ghoting, S. (2014). Enhanced Storytimes: Effects on Parent/Caregiver Knowledge, Motivation, and Behaviors. Children and Libraries, 12(2), 9. https://doi.org/10.5860/cal.12n2.09Sumitra, A., & Sumini, N. (2019). Peran Guru Dalam Mengembangkan Kemampuan Minat Baca Anak Usia Dini Melalui Metode Read Aloud. Jurnal Ilmiah Potensia, 4(2), 115–120. https://doi.org/10.33369/jip.4.2.115-120Trelease, J. (2013). The Read-Aloud Handbook: Seventh Edition (7th ed.) [E-book]. Penguin Books. Widodo, M. M., & Ruhaena, L. (2018). Lingkungan Literasi Di Rumah Pada Anak Pra Sekolah. Indigenous: Jurnal Ilmiah Psikologi, 3(1), 1–7. https://doi.org/10.23917/indigenous.v3i1.3059Wijoyo H, & Indrawan I. (2020). Pendidikan Anak Pra Sekolah. Purwokerto: CV. Pena Persada.

Dampak Tumpang Tindih Bahasa Ibu Dalam Perkembangan Bahasa Anak Ajeng Priendarning Tyas
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 1 (2022): Juni 2022
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i1.5095

This study aims to collaborate theory with practice that occurs in the field, also knowing that the use of mother tongue in early childhood is very important. The research method used is descriptive qualitative with literature study in the form of photos, notes, and books. The results of this study are the occurrence of overlap in language development in children is very influential and has an impact on self and communication. The stimulation given cannot be instant but is carried out continuously. Because the child's grasping power will adjust how the language is given so that what kind of reinforcement will be generated. The use of mother tongue that is not optimal will cause language overlap. The occurrence of overlaps can result in difficulties in developing children's language development in everyday life; such as to communicate and interact with other people and the environment, impaired concentration, and unstable behavior. Keywords: Literature study, Mother languange, Language development References Arikunto. (2010). Prosedur Penelitian : Suatu Pendekatan Praktek. Jakarta : Rineka Cipta. Azizah, N., & Dewi, A. C. (2021). Analisis Perkembangan Bahasa Semantik Dan Sintaksis Anak Dalam Kegiatan Belajar Dari Rumah. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 139–146. Brown, R. (1964). Three Process in the Child’s Aquisition of Syntax. Harvard Eduvational Review. Chomsky. (1962). Explanatory Models in Linguistics. Stanford : Stanford University Press. Chomsky. (1969). The Acquisition of Syntax in Children from 5-10. Cambridge, MA : MIT Press. Humaeroh, H. (2016). Pembelajaran Bahasa Pada Anak Yang Mengalami Keterlambatan Berbicara Untuk Meningkatkan Kemampuan Berkomunikasi. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 126–138. Imroatun, I. (2018). Alternatif Media Pengembangan Literasi Baca Tulis Berbahasa Nasional bagi Siswa Raudlatul Athfal AH-. Al Hikmah Proceedings on Islamic Early Childhood Education, 1(April), 103–112. Imroatun, I., Nirmala, I., Juhri, J., & Muqdamien, B. (2020). Kajian Literatur Pengasuhan Anak Usia Dini Dalam Islam. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 5(1), 57–66. Jonathan, Sarwono. (2006). Metode Penelitian Kuantitatif dan Kualitatif. Yogyakarta : Graha Ilmu. Kuhltau, C. C. (2002). Teaching The Library Research. USA : Scarecrow Press Inc. Ma’isyah, N. (2018). Pengembangan Modul Membaca Lancar Pokok Bahasan Lingkungan Yang Bernuansa Kontekstual. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 2(2), 137–146. Montessori. (1936a). The Child in The Family (N.R Cirillo. Terj). Chicago : Henry Regnery Co., 1970. Montessori. (1936b). The Secret of Childhood (M.J Costelloe, Terj). New York : Ballatine Books, 1966. Nazir. (1988). Metode Penelitian. Jakarta : Ghalia Indonesia. Nurhayati, R. (2019). Membangun Budaya Literasi Anak Usia Dini dalam Keluarga. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 4(1), 79–88. https://doi.org/10.47200/JNAJPM.V4I1.918 Sachs, J.S. (1976). Development of Speech. New York : Academic Press. Suryana, D. (2016). Pendidikan Anak Usia Dini (Stimulasi & Aspek Perkembangan Anak). Kencana.

Pola Asupan Gizi Anak Usia Dini Pada Masa Pandemi COVID-19 Hesti Novita Sari; Kristiana Maryani; Isti Rusdiyani
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 1 (2022): Juni 2022
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i1.5437

The purpose of this study was to determine: (1) the nutritional intake of children aged 3 – 4 years during the covid-19 pandemic in Kubangawan Village, (2) ways parents provide nutritious food to chidren aged 3 – 4 tahun, (3) Factors that affect children who have malnutrition. This research is a qualitative research using descriptive. The subject in this study were the head of nutrition at the Ciruas public health center, parents of children aged 3 – 4 years. In the process of collecting data the researches used the metod of interview, observation, and documentation. While the validity test of the data used in the study were the persistence/consistency of observation, triangulation and member check. From the result of the study, it can be concluded that the nutritional intake or food that is often given to children aged 3 – 4 years is 4 healthy 5 perfect. Keywords: nutrition intake, children aged 3 – 4 years, covid-19 pandemic ReferencesCahyana, D. D. (2015). “Status Gizi Anak dengan Pertumbuhan dan Perkembangan Anak 0-2 Tahun di Wilayah Kerja Puskesmas Tomo Kabupaten Sumedang”. Jurnal Kesehatan Gizi , Vol.2 No.1. Desmita. (2016). Psikologi Perkembangan Anak. Bandung: Remaja Rosdakarya Offset. Dinar Nur Inten, A. N. (2019). "Literasi Kesehatan pada Anak Usia Dini melalui Kegiatan Eating Clean". Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 366-376, Vol 3,No 2. Endang, R. S. (2016). Pengaruh Gizi Terhadap Pertumbuhan Dan Perkembangan Anak. Jurnal Cakrawala Pendidikan, Vol 1, No 2. Hairuddin, A. (2018). “Penyakit Infeksi Dan Praktek Pemberian MP-ASI Terhadap Kejadian Stunting Pada Anak Usia 12-36 bulan”. Jurnal Dunia Gizi, Vol. 1, No.1, 53. Hidayat, F., Hidayat, I., Ghofur, A., & Setiawan Santoso, F. (2021). Penanganan Kesehatan Pasien Reaktif COVID-19 Melalui Terapi Zikir Dan Lingkungan Wawasan Pengalaman Subyektif. Ulumuddin : Jurnal Ilmu-ilmu Keislaman, 11(1), 1–12. Huliyah, M. (2016). Hakikat Pendidikan Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(1), 60–71. Idris, M. H. (2016). Karakteristik Anak Usia Dini . Jakarta: Luxima Metro Media. Imroatun, I. (2018). Alternatif Media Pengembangan Literasi Baca Tulis Berbahasa Nasional bagi Siswa Raudlatul Athfal AH-. Al Hikmah Proceedings on Islamic Early Childhood Education, 1(April), 103–112. http://conference.staialhikmahtuban.ac.id/index.php/ah-pieceImroatun, I., Hunainah, H., Rukhiyah, Y., & Apipah, I. (2021). Perbedaan Tingkat Pengenalan Huruf Hijaiyyah melalui Metode Iqro pada Anak Kelas A Taman Kanak-Kanak. Al-Mudarris (Jurnal Ilmiah Pendidikan Islam), 4(1), 23–40. https://doi.org/10.23971/MDR.V4I1.2975Indonesia, D. A. (2013). Al-Qur'an dan Terjemahannya. Jakarta: Bintang Indonesia. Jaya, I. (2018). Penerapan Statistik Untuk Pendidikan. Medan: Perdana Publishing. Khairieri, H. K. (2018). "Karakteristik Perkembangan Anak Usia Dini Dari 0-6 Tahun". Jurnal Warna, Vol.2 No.2. Maleong, L. J. (2011). Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya. Matondang, Z. (2013). Statiska Pendidikan. Medan: Unimed Press. Miles Matthew B, E. a. (2014). Qualitative Data Analysis, A Methods Source, Edisi 3. USA: sage publication. Terjemahan Tjetjep Rohindi Rohidi. Jakarta: UI Press. Muhammad, H. (2017). Penilaian Status Gizi. Jakarta: Buku Kedokteran. Mulyasa, H. (2012). Manajemen Paud. Bandung: PT. Remaja Rosdakarya. Nasruddin, M., Sriwinarsih, E., Rukhiyah, Y., Supriyanti, S., & Khasanah, N. (2021). Pengaruh Pendidikan Agama Islam Di Sekolah Terhadap Perilaku Anak Di Rumah Studi Kasus TK Aisyiyah 5 Kota Magelang. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 77–88. Nurani, S. d. (2013). Gizi Anak Dan Remaja. Jakarta: Universitas Terbuka. Nurhayati, R. (2019). Membangun Budaya Literasi Anak Usia Dini dalam Keluarga. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 4(1), 79–88. https://doi.org/10.47200/JNAJPM.V4I1.918Pandoman, A. (2020). Analisis Quietus Politik Terhadap Upaya Pemerintah Menangani Wabah Covid-19 Pasca Deklarasi Public Health Emergency Of International Concern (PHEIC). Ulumuddin: Jurnal Ilmu-ilmu Keislaman, 10(1), 1–12. https://doi.org/10.47200/ulumuddin.v10i1.379Anies, P. M. (2020). Covid 19 : Seluk Beluk Corona Virus Yang Wajib Di Baca. Yogyakarta: Arruz Media. Purwani, E. (2013). (erni_purwani@ymail.com) "Pola Pemberian Dengan Status Gizi Anak Usia 1-5 Tahun Di Kabunan Taman Pemalang”. Email kepada Mery Chalista (mary_chalista81@yahoo.co.id) Septikasari, M. (2018). Status Gizi Anak Dan Faktor Mempengaruhi. Yogyakarta: UNY Press. Setiawati, et al. (2020). “Hubungan Status Gizi Dengan Pertumbuhan Dan Perkembangan Balita 1-3 Tahun”. Jurnal Kesehatan, Vol 14, (1). Sugiono. (2017). Metode Penelitian Kuantitatif, Kualitatif, Dan R&D. Bandung: Alfabeta. Syahrum, & S. (2015). Metodologi Penelitian Kualitatif. Bandung: Citapustaka. T Voortman, K. B, et al. (2016). Protein intake in early childhood and body composition at the age of 6 years : The Generation R Study. International Journal of Obesity , 1018–1025. Wiko Saputra, R. H. (2012). "Faktor Demografi Dan Risiko Gizi Buruk Dan Gizi Kurang". Jurnal Makara Kesehatan, Vol 16, (2). Wirjatmadi, M. A. (2014). Gizi Dan Kesehatan Balita. Jakarta: Kencana Prenada Media Group. Yuliana. (2020). Corona Virus Diseases (Covid-19) . Fakultas Kedokteran: Universitas Lampung, 187-192, Vol 2, No 2. Yuliani Nurani, S. M. (2013). Konsep Dasar Pendidikan Anak Usia Dini. Jakarta: Indeks. Yusri. (2013). Statistika Sosial. Yogyakarta: Graha Ilmu.

Hubungan Menonton Video Youtube Dengan Kemampuan Komunikasi Anak Usia 5 -6 Tahun Siti Amaliah; Kristiana Maryani; Siti Khosiah
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 1 (2022): Juni 2022
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i1.5794

Communication is a variety of opinions and emotions. Communication is used by: code, reaction, verbal and nonverbal, but communication is very familiar in the form of speech. The media that children are most interested in is YouTube, usually YouTube videos are made up of mixture of pictures and songs that children like the most. This study aims to determine wheter there is a relationship between watching YouTube videos and the communication skills of children aged 5-6 years in Ketileng Village, Cilegon District, Cilegon City-Banten. The method used in this study is quantitative correlation, sampling using purposive sampling with a sample of 46 children in early childhood education institutions Ketileng Village. The results of this study indicate that thevalueofsig(2-tailed) is 0.001<0.005, so it can be concluded that there is a relationship between watching YouTube videos and the communication skills of children aged 5-6 years in Ketileng Village, Cilegon District, Cilegon City-Banten. With a correlation value of 0.0469 means that it has a stong relationship watching YouTube videos with the communication skills of children aged 5-6 years. Keywords: communication skills, watching YouTube videos, children aged 5-6 years References Andika, Y., & Sunarti, V. (2018). Hubungan Antara Komunikasi Keluarga dengan Kemampuan Bicara Anak Usia Dini Desa Rambai. Jurnal Pendidikan Luar Sekolah, 6(4), 547–554. Atin, R., & Priyantoro, D. E. (2021). Pentingnya Penanaman Nilai-Nilai Agama Pada Pendidikan Anak Usia Dini Dalam Perspektif Al-Quran. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 1–16. Damayanti, E., & Nasrul, M. A. (2020). Capaian Perkembangan Fisik Motorik Dan Stimulasinya Pada Anak Usia 3-4 Tahun. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 5(2), 67–80. Departemen Pendidikan Nasional (Depdiknas). (2003). Undang-udang RI No. 20 Tahun 2003 Tentang Sistem Pendidikan Nasional. pusdiklat.perpusnas.go.id. Departemen Pendidikan Nasional (Depdiknas). (2007). Standar Isi Pendidikan Anak Usia Dini. Pusat Kurikkulum Balitbang Depdiknas 2007. Hamdi, A. S., & Bahruddin, E. (2014). Metode Penelitian Kuantitatif Aplikasi dalam Pendidikan (A. Anas (ed.)). Deepublish. Huliyah, M. (2016). Pengembangan Daya Seni Pada Anak Usia Dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 1(2), 149–164. Imroatun, I. (2018). Alternatif Media Pengembangan Literasi Baca Tulis Berbahasa Nasional bagi Siswa Raudlatul Athfal AH-. Al Hikmah Proceedings on Islamic Early Childhood Education, 1(April), 103–112. Imroatun, I., Widat, F., Fauziddin, M., Farida, S., Maryam, S., & Zulaiha. (2021). Youtube as a Media for Strengthining Character Education in Early Childhood. Journal of Physics: Conference Series, 1779(1), 012064. https://doi.org/10.1088/1742-6596/1779/1/012064 Janah, M. M., Fadhli, M., & Kristiana, D. (2019). Hubungan Intensitas Menonton Youtube dengan Perkembangan Sosial Emosional Anak Usia 5-6 Tahun. Jurnal Ilmiah Maha Siswa Universitas Muhammadiyah Ponorogo, 3(2), 110–116. Mulyani, N. (2019). Pengembangan Kreativitas Anak Usia Dini Melalui Bermain Gerak Dan Lagu Di TK Negeri Pembina Kabupaten Purbalingga. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 4(1), 13–24. Mulyani, Y., & Gracinia, J. (2013). Kemampuan Berbahasa, Sains & Matematika. Elex Media Komputindo. Musfiqon, M. (2012). Panduan Lengkapn Metodologi Penelitian Pendidikan. Prestasi Pustaka. Pujianti, R., Sumardi, S., & Mulyadi, S. (2021). Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Selama Pembelajaran Jarak Jauh Di Raudhatul Athfal. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 117–126. https://doi.org/10.32678/AS-SIBYAN.V6I2.4919 Putra, A., & Patmaningrum, D. A. (2018). Pengaruh Youtube di Smartphone Terhadap Perkembangan Komunikasi Interpersonal Anak. Jurnal Penelitian Komunikasi, 21(2), 159–172. Sugiyono. (2015). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Alfabeta. Susanto, A. (2019). Bimbingan & Konseling di Taman Kanak-kanak (A. Susanto (ed.); Ke-1). PRENADAMEDIA GROUP. Sutarti, T., & Astuti, W. (2021). Dampak Media Youtube dalam Proses Pembelajaran dan Pengembangan Kreatifitas Bagi Kaum Milenial. Jurnal Widya Aksara, 26(1), 89–101. Widyaningtyas, W., Shari, D., Saleh, N. R., & Asmara, B. (2021). Menigkatkan Kemampuan Kognitif Mengenal Bentuk Geometri Melalui Media Bahan Alam Batu Pelangi. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 41–52. https://doi.org/10.32678/AS-SIBYAN.V6I1.2940

Menigkatkan Kemampuan Kognitif Mengenal Bentuk Geometri Melalui Media Bahan Alam Batu Pelangi Winda Widyaningtyas; Destita Shari; Nanang Rokhman Saleh; Berda Asmara
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 6 No 1 (2021): Juni 2021
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v6i1.2940

Cognitive development is the basis for a child's ability to think such as skills and understand what happens in his environment. This study aims to improve cognitive abilities in recognizing geometric shapes through the natural material media of rainbow stones in child B at PPT Tunas Bangsa City Surabaya. This Classroom Action Research consists of 2 cycles, each cycle consisting of 4 stages: Planning, Action, Observation, and Reflection. The subjects of this study were 24 children of PPT Tunas Bangsa. Data collection techniques using observation and documentation. The results of the research in the first cycle showed a cognitive development of 55.83% and in the second cycle research showed a cognitive development of 83.3% with the achievement of the criteria for BSB (Very Good Development). Based on the results of the research that has been done, it can be concluded that the natural material media of rainbow stone can improve cognitive abilities to recognize geometric shapes in children aged 3-4 years at PPT Tunas Bangsa Surabaya. Keywords: Cognitive Development; Rainbow Stone MediaReferencesAqib, Z. (2019). Penelitian tindakan kelas. Bandung: Yrama Widya. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta..(2013). Prosedur Penelitian Suatu Pendekatan Praktek. Edisi Revisi VI. Jakarta: Rineka Cipta. Fauziah, N. (2013). Penggunaan Media Bahan Alam Untuk Meningkatkan Kreativitas Anak. Jurnal Ilmiah Visi, 8(1), 23–30. Hidayat, W. D. (2018). Kompetensi Pedagogik Guru Dalam Menggunakan Media Pembelajaran Di Madrasah Ibtidaiyah (Studi Kasus Di MIN Jejeran). Ulumuddin: Jurnal Ilmu-ilmu Keislaman, 8(1), 35–48. Hrp, T. N. (2018). PENGARUH KEGIATAN BERMAIN KONSTRUKTIF TERHADAP KEMAMPUAN MENGENAL BENTUK GEOMETRI PADA ANAK KELOMPOK B DI RA SABILA AMANDA. JURNAL RAUDHAH, 6(2). Imroatun, I., Widat, F., Fauziddin, M., Farida, S., Maryam, S., & Zulaiha. (2021). Youtube as a Media for Strengthining Character Education in Early Childhood. Journal of Physics: Conference Series, 1779(1), 012064. https://doi.org/10.1088/1742-6596/1779/1/012064Ismail, J., & Budian, A. R. S. (2019). PENINGKATAN HASIL BELAJAR PADA MATA PELAJARAN BAHASA INDONESIA MATERI MENGARANG DENGAN METODE CRITICAL INCIDENT SISWA KELAS VA SD NEGERI UNGGULAN 1 PULAU MOROTAI. e-Jurnal Mitra Pendidikan, 3(10), 1314–1330. Juhji, J. (2016). Pembelajaran Sains Pada Anak Raudhatul Athfal. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 1(1), 49–59. Khadijah, K. (2016). Pengembangan kognitif anak usia dini. Perdana Publishing. Menteri Pendidikan dan Kebudayaan Republik Indonesia. (2014). Standar Nasional Pendidikan Anak Usia Dini. Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia, 13. Muqdamien, B., Umayah, U., Juhri, J., & Raraswaty, D. P. (2021). Tahap Definisi Dalam Four-D Model Pada Penelitian Research & Development (R&D) Alat Peraga Edukasi Ular Tangga Untuk Meningkatkan Pengetahuan Sains Dan Matematika Anak Usia 5-6 Tahun. Intersections, 6(1), 23–33. https://doi.org/10.47200/intersections.v6i1.589Nuangchalerm, P., Prachagool, V., Prommaboon, T., Juhji, J., Imroatun, I., & Khaeroni, K. (2020). Views of primary thai teachers toward STREAM education. International Journal of Evaluation and Research in Education, 9(4), 987–992. https://doi.org/10.11591/ijere.v9i4.20595Nuryati, N. (2017). Perkembangan intelektual pada anak usia dini. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 2(2), 59–78. Prihantoro, A., & Hidayat, F. (2019). Melakukan Penelitian Tindakan Kelas. Ulumuddin : Jurnal Ilmu-ilmu Keislaman, 9(1), 49–60. Setyowati, E., Hidayati, I. S., & Hermawan, T. (2020). Pengaruh Penggunaan Multimedia Interaktif Terhadap Pemahaman Konsep Dalam Pembelajaran Matematika Di MTs Darul Ulum Muhammadiyah Galur. Intersections, 5(2), 26–37. https://doi.org/10.47200/intersections.v5i2.553Susanto, A. (2011). perkembangan anak usia dini :pengantar dalam berbagai aspeknya (pertama). kencana prenadamedia group. Susanto, A. (2018). Pendidikan Anak Usia Dini (Konsep dan Teori). Jakarta: Bumi Aksara, 87. Trianto, M. P. (2010). Mendesain Model Pembelajaran Inovatif-Progresif: Konsep, Landasan dan Implementasinya pada kurikulum Tingkat Satuan Pendidikan (KTSP). Jakarta: Kencana. Umayah, U., Juhri, J., Muqdamien, B., Fauzia, W., & Maulida Qolbiyah, S. M. (2021). PENGGUNAAN BALOK CUISENIARE UNTUK MEDIA PENGENALAN BILANGAN BAGI ANAK USIA DINI. Intersections, 6(1), 34–42. https://doi.org/10.47200/intersections.v6i1.590Weni, R. P. (2018). Peningkatan Kemampuan Mengenal Lambang Bilangan Melalui Metode Proyek Dengan Media Kartu Pintar Siswa TK Pertiwi Banteran Kecamatan Wangon Kabupaten Banyumas. As-Sibyan : Jurnal Pendidikan Anak Usia Dini, 2(2), 147–163. Zaman. (2014). Media dan Sumber Belajar PAUD. Universitas Terbuka.

Pengawasan Orang Tua Dalam Penggunaan Gadget Pada Anak Usia Dini Selama Masa Pandemi COVID-19 Cau Kim Jiu; Kharisma Pratama; Jaka Pradika; Hartono Hartono; Indri Erwhani
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 2 (2022): Desember 2022 (In Press)
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i2.5929

Changes in the learning process during the pandemic from classroom learning to online learning certainly cannot be separated from the role of gadgets, but for early childhood the online learning process using gadgets needs to get supervision from parents to minimize negative impacts. This study aims to explore the way parents monitor the use of gadgets during the Covid-19 pandemic in early childhood aged 4-6 years at Aisyiyah Kindergarten Bustanul Athfal 6 Pontianak City. This research is a qualitative research. Data were obtained through in-depth interviews and Focus Group Discussions. Participants in this study consisted of 10 mothers who had early childhood. There are 4 themes found in this study, namely 1) managing the time of using gadgets, 2) limiting access, 3) giving passwords to gadgets and 4) giving rewards and punishments. This study concludes that to reduce the negative impact and addiction to gadgets, parental supervision is needed in the use of gadgets. Keywords: parental supervision; gadgets; the Covid-19 pandemic; early childhood References Agung, I., Widiputera, F., & Widodo, W. (2019). The Effect of The use of Gadget on Psychosocial, Socio- Emotional, Self-Reliance, Responsibility, and Students Learning Results in Elementary School. Education Quarterly Reviews, 2(2), 276–291. https://doi.org/10.31014/aior.1993.02.02.60 Alifia, U., Barasa, A. R., Bima, L., Pramana, R. P., Revina, S., & Tresnatri, F. A. (2020). Learning from Home: Portrait of Teaching and Learning Inequalities in Times of The Covid-19 Pandemic. Smeru Research Institute, 1(1), 1–8. Amaliah, S., Maryani, K., & Khosiah, S. (2022). Hubungan Menonton Video Youtube Dengan Kemampuan Komunikasi Anak Usia 5 -6 Tahun. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 7(1), 121–132. Azizah, N., & Dewi, A. C. (2021). Analisis Perkembangan Bahasa Semantik Dan Sintaksis Anak Dalam Kegiatan Belajar Dari Rumah. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 139–146. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/http://dx.doi.org/10.1191/1478088706qp063oa Dong, C., Cao, S., & Li, H. (2020). Young children ’ s online learning during COVID-19 pandemic : Chinese parents ’ beliefs and attitudes. Children and Youth Services Review, 118, 1–9. https://doi.org/https://doi.org/10.1016/j.childyouth.2020.105440 Febianti, Y. N. (2018). Peningkatan Motivasi Belajar dengan Reward and Punishment yang Positif. Jurnal Edunomic, 6(2), 93–102. Garbe, A., ogurlu, U., Logan, N., & Cook, P. (2020). Parents’ Experiences with Remote Education during COVID-19 School Closures. American Journal of Qualitative Research, 4(3), 45–65. https://doi.org/10.29333/ajqr/8471 Imroatun, I., Widat, F., Fauziddin, M., Farida, S., Maryam, S., & Zulaiha. (2021). Youtube as a Media for Strengthining Character Education in Early Childhood. Journal of Physics: Conference Series, 1779(1), 012064. https://doi.org/10.1088/1742-6596/1779/1/012064 Maqsudah, N., & Setyowati, rina isnani. (2020). Pemanfaatan Youtube Sebagai Media Belajar Anak Usia Dini di Masa Covid-19 Berbasis Merdeka Belajar. Prosiding Webinar Jurusan KSDP FIP-UM, 95–101. Mulyati, M. (2019). Menciptakan Pembelajaran Menyenangkan Dalam Menumbuhkan Peminatan Anak Usia Dini Terhadap Pelajaran. Alim Journal of Islamic Education, I(2), 277–294. Neumann, M. M., Merchant, G., & Burnett, C. (2018). Young children and tablets: the views of parents and teachers. Early Child Development and Care, 1–12. https://doi.org/10.1080/03004430.2018.1550083 Putri, R. S., Purwanto, A., Pramono, R., Asbari, M., Wijayanti, L. M., & Hyun, C. C. (2020). Impact of the COVID-19 pandemic on online home learning: An explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809–4818. Quthosi, S. B., Deeba, F., & Khan, S. (2020). The Impact of Technological Gadgets on the Socialization of Children at Early Childhood Developmental Stage. Journal of Development and Social Sciences, 1(3), 55–66. https://doi.org/10.47205/jdss.2020(1-iii)6 Qutoshi, S. B., Ali, S., & Khan, S. (2021). Use of Technological Gadget and its Effects on Children at Agah Walidain Program and Beyond during Covid-19 Pandemic Lockdown. International Review of Social Sciences, 9(2), 22–32. Rachmaniar, R., Prihandini, P., & Janitra, P. A. (2018). Perilaku Penggunaan Smartphone dan Akses Pornografi di Kalangan Remaja Perempuan. Jurnal Komunikasi Global, 7(1), 1–11. https://doi.org/10.24815/jkg.v7i1.10890 Rahiem, M. D. H., & Novi, A. (2022). Home Visit Sebagai Metode Pembelajaran Anak Usia Dini Pada Masa COVID-19. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 7(1), 83–102. Rosiyanti, H., & Muthmainnah, R. N. (2018). Penggunaan Gadget Sebagai Sumber Belajar Mempengaruhi Hasil Belajar Pada Mata Kuliah Matematika Dasar. FIBONACCI: Jurnal Pendidikan Matematika dan Matematika, 4(1), 25–36. https://doi.org/10.24853/fbc.4.1.25-36 Sandelowski, M. (2000). Whatever Happened to Qualitative Description? Res Nurs Health, 23(4), 334–340. https://doi.org/doi: 10.1002/1098-240x(200008)23:43.0.co;2-g Sari & Maningtyas. (2020). Parents’ Involvement in Distance Learning During the Covid-19 Pandemic. Advances in Social Science, Education and Humanities Research. Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020), 487, 94–97. Serra, G., Lo Scalzo, L., Giuffrè, M., Ferrara, P., & Corsello, G. (2021). Smartphone use and addiction during the coronavirus disease 2019 (COVID-19) pandemic: cohort study on 184 Italian children and adolescents. Italian Journal of Pediatrics, 47(150), 1–10. https://doi.org/10.1186/s13052-021-01102-8 Setiani, D. (2020). The Effect of Gadget Usage on the Social Development of Children Aged 3-5 Years: Literature Review. STRADA Jurnal Ilmiah Kesehatan, 9(2), 1732–1739. https://doi.org/10.30994/sjik.v9i2.526 Siahaan, C. (2021). The Challenge of Parents as Guide in Online Learning of Elementary School. Proceedings of the 2nd Annual Conference on blended learning, educational technology and Innovation (ACBLETI 2020), 560, 78–83. Srinahyanti, S., Wau, Y., Manurung, I., & Arjani, N. (2019). Influence of Gadget: A Positive and Negative Impact of Smartphone Usage for Early Child. ACEIVE. https://doi.org/10.4108/eai.3-11-2018.2285692 Sundus, M. (2018). The Impact of using Gadgets on Children. Journal of Depression and Anxiety, 07(01), 1–3. https://doi.org/10.4172/2167-1044.1000296 Susilowati, I. H., Nugraha, S., Alimoeso, S., & Hasiholan, B. P. (2021). Screen Time for Preschool Children: Learning from Home during the COVID-19 Pandemic. Global Pediatric Health, 8. https://doi.org/10.1177/2333794X211017836 Wahyuni, A. S., Siahaan, F. B., Arfa, M., Alona, I., & Nerdy, N. (2019). The relationship between the duration of playing gadget and mental emotional state of elementary school students. Open Access Macedonian Journal of Medical Sciences, 7(1), 148–151. https://doi.org/10.3889/oamjms.2019.037

Penerapan Metode Edutainment Guna Meningkatkan Kemampuan Mengenal Warna Pada Anak Usia Dini Di TK Al-Hidayah piraini piraini; Mutia Mawardah
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 2 (2022): Desember 2022 (In Press)
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i2.5810

This article is based on the Community Partnership Program (PKM) which seeks to improve the ability to recognize colors in early childhood. The ability to recognize colors is an aspect of cognitive abilities. Early childhood color recognition can stimulate vision in the brain Color can also induce visual sensitivity. This happens because the color of the object is directly or indirectly exposed to sunlight and visible to the eye. The learning strategy aims to make learning can be achieved well, one of which is the Edutainment strategy that can be used in early childhood learning. The purpose of this study is to improve the ability to recognize colors that will be given to TK-Al Hidayah students and provide an interesting approach method. The method used is observation, interviews and lectures. Based on the results of the application of the edutainment learning method, it can be concluded that the program can provide learning and knowledge to children about basic colors, the edutainment method can make it easier for children to understand the material, the edutainment method can also provide a new learning atmosphere for Al Hidayah Kindergarten children and can be used as recommendations for improving learning methods. It is hoped that this research can provide experience and lessons for the author, especially in education. The author hopes that further practice can develop this research more broadly with different methods. Keywords: edutainment, color recognition, early age ReferencesAksakal, N. (2015). Theoretical view to the approach of the edutainment. Journal Procedia -Social and Behavioral Sciences,186,1232-1239. Assyifa, F. N., Rohita, & Nurfadilah. (2020). Pengaruh Video Pembelajaran Interaktif Mengenal Warna Terhadap Kemampuan Kognitif Anak. JIV-Jurnal Ilmiah Visi, 15(2), 137–146. https://doi.org/10.21009/jiv.1502.5Beaty. (2013). Observasi Perkembangan Anak Usia Dini. PT Fajar InterpraDepartemen Pendidikan Nasional.(2005). Kamus Besar Bahasa Indonesia. Gusmita. (2018). Penggunaan Media Gambar Berwarna Dalam Meningkatkan Kemampuan Mengenal Warna IAIN Bengkulu Tahun 2018 M / 1439 H. Hamid, S. M. (2014). Metode edutainment. Diva Press. Hamruni. (2009). Edutainment dalam Pendidikan Islam. UIN Sunan Kalijaga YogyakartaHarun Rasyid. (2009). Mansyur & Suratno. Asesmen Perkembangan Anak Usia Dini. Multi Pressindo. imroatun, imroatun, Fadilatunnisa, A., Hasanah, N., & Rahayu, S. H. (2021). IMPLEMENTASI BERMAIN LEGO SEBAGAI PEMBELAJARAN HARIAN UNTUK PENGEMBANGAN KREATIFITAS ANAK USIA DINI. Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini, 3(2), 55–67. https://doi.org/10.35473/IJEC.V3I2.1005Lestari, K.W. (2011). Konsep Mengenal Warna. Kencana. Maryani, I., & Nofitasari, A. D. (2018). Efektifitas Metode Eksperimen Terhadap Kemampuan Mengenal Warna Di Kelas a TK Aba Tobayan Sleman. Early Childhood : Jurnal Pendidikan, 2(1), 7–15. https://doi.org/10.35568/ earlychildhood.v2i1.158. Mastija & Wiwik Widajati. (2013). Peningkatan Kemampuan Mengenal Konsep Warna Melalui Permainan Edukatif dengan Styrofoam pada Anak Usia Dini Kelompok A di TK Islam Al Fajar Surabaya. Mastoah, I., & MS, Z. (2020). Kendala Orang Tua Dalam Mendampingi Anak Belajar Pada Masa Covid 19 Di Kota Serang. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 5(2), 121–128. Menteri Pendidikan Nasional. (2009). Peraturan Menteri Pendidikan Nasional Republik Indonesia Nomor 58 Tahun 2009. KemendiknasNurma, N., & Maemonah, M. (2022). Hakikat Agama Dalam Pembentukan Karakter Anak Usia Dini. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 7(1), 29–40. Nuryati, N., Muthmainnah, M., Lubis, H. Z., Talango, S. R., Ibrohim, B., & Nadjih, D. (2021). Metode Role Playing Dalam Meningkatkan Motivasi Berprestasi Anak Usia Dini Selama Masa Learning From Home. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 139–148. https://doi.org/10.32678/AS-SIBYAN.V6I2.4649Permata, R. D. (2020). Meningkatkan Kemampuan Mengenal Warna Melalui Permainan Mengelompokkan Bola Warna Pada Anak Usia 4–5 Tahun. Jurnal Teladan: Jurnal Ilmu Pendidikan Dan https://pmat.unirow.ac.id/ journal/index.php/teladan/article/view/117 Pujianti, R., Sumardi, S., & Mulyadi, S. (2021). Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Selama Pembelajaran Jarak Jauh Di Raudhatul Athfal. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 117–126. https://doi.org/10.32678/AS-SIBYAN.V6I2.4919.Purwaningsih, E. (2018). Mengenal Warna, Angka, Huruf Dan Bentuk Pada Anak Usia Dini Melalui Animasi Interaktif. Jurnal Ilmu Pengetahuan Dan Teknologi Komputer, 3(2), 203–210. www.bsi.ac.idSantoso. (2018). Penerapan Konsep Edutainment Dalam Pembelajaran Di Pendidikan Anak Usia Dini (PAUD). INOPENDAS: Jurnal Ilmiah Kependidikan, 1(1), 61–68. http://jurnal.umk.ac.id/index.php/pendas/index tama Mandiri.Widiasmoro, E. (2018). Strategi pembelajaran edutainment berbasis karakter. Ar-ruzz Media.

Inovasi Sistem Pembelajaran Masa Pandemi COVID-19 Pada Pendidikan Anak Usia Dini Di RA Hibah Nazila Adistiarachma; Purwati Purwati
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 2 (2022): Desember 2022 (In Press)
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i2.5797

The global covid-19 pandemic has had far-reaching effects on education as well. Whole education, including early childhood education, makes it impossible to engage in face-to-face teaching, so an innovation of learning systems is needed to hold it. Contrary to current circumstances, some schools already carry out face-to-face learning but with strict health protocols. So RA Hibah has carried out face-to-face study with health protocol. Thus, the study is carried out with a view to discovering the innovation of the different learning systems that RA Hibah made during the pandemic, since the pandemic is not over and so the study is carried out according to conditions. Research methods use qualitative research methods, with data collection techniques of observation, interviews, and literature studies. Observations and interviews have found that innovation in learning systems during pandemics in RA Hibah, which is online learning, rolling learning, and offline learning. Keywords: Innovation Learning Systems, Early Childhood, Covid-19 Pandemic References Ananda, R. (2017). Implementasi Nilai-nilai Moral dan Agama pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 1(1), 19–31. https://doi.org/10.31004/obsesi.v1i1.28 Anggraini, V., Yulsyofriend, Y., & Yeni, I. (2019). Stimulasi Perkembangan Bahasa Anak Usia Dini Melalui Lagu Kreasi Minangkabau Pada Anak Usia Dini. Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini, 5(2), 73–84. https://doi.org/10.30651/pedagogi.v5i2.3377 Aprily, N. M., Rizqi, A. M., & Purwati, P. (2021). Cageur Bageur Bener Pinter Singer: Filosofi Pengasuhan Sunda Dalam Pendidikan Karakter Di Raudhatul Athfal (Ra). JIV-Jurnal Ilmiah Visi, 16(1), 11–24. https://doi.org/10.21009/jiv.1601.2 Ariyanti, T. (2016). Pentingnya Pendidikan Anak Usia Dini Bagi Tumbuh Kembang Anak. Jurnal Dinamika Pendidikan Dasar, 8(1), 50–58. Azizah, N., & Dewi, A. C. (2021). Analisis Perkembangan Bahasa Semantik Dan Sintaksis Anak Dalam Kegiatan Belajar Dari Rumah. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 139–146. Dewi, A. R. T., Mayasarokh, M., & Gustiana, E. (2020). Perilaku Sosial Emosional Anak Usia Dini. Jurnal Golden Age, 4(01), 181–190. https://doi.org/10.29408/jga.v4i01.2233 Faiz, A., Robby, S. K. I., Purwati, & Fadilla, R. N. (2021). Penanaman Nilai-nila Religius pada Orang Tua Siswa di Sekolah Dasar. Jurnal basicedu, 5(6), 5853–5858. Faiz, A., Soleh, B., Kurniawaty, I., & Purwati, P. (2021). Tinjauan Analisis Krisis Terhadap Faktor Penghambat Pendidikan Karakter di Indonesia. Jurnal Basicedu, 5(4), 1766–1777. Fitrah, & Luthfiyah. (2017). Metodologi Penelitian (Ruslan & M. M. Efendi (ed.)). CV Jejak. Fitri, E. A., Saparahayuningsih, S., & Agustriana, N. (2017). Perencanaan Pembelajaran Kurikulum 2013 Pendidikan Anak Usia Dini. Jurnal Ilmiah POTENSIA, 2(1), 1–13. https://doi.org/10.33369/jip.2.1 Fitriani, R., & Adawiyah, R. (2018). Perkembangan Fisik Motorik Anak Usia Dini. Jurnal Golden Age, 2(01), 25–34. https://doi.org/10.29408/ goldenage.v2i01.742 Harianja, S. (2022). Pelaksanaan Kegiatan iHT Dengan Aplikasi Google Meeting Untuk Meningkatkan Kemampuan Guru Menyusun RPP Daring Masa Pandemi COVID 19. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 7(1), 1–12. https://doi.org/10.47200/JNAJPM.V7I1.956 Herliandry, L. D., Nurhasanah, Suban, M. E., & Kuswanto, H. (2020). Pembelajaran Pada Masa Pandemi Covid-19. Jurnal Teknologi Pendidikan, 22(1), 65–70. Hidayat, F., Hidayat, I., Ghofur, A., & Setiawan Santoso, F. (2021). Penanganan Kesehatan Pasien Reaktif COVID-19 Melalui Terapi Zikir Dan Lingkungan Wawasan Pengalaman Subyektif. Ulumuddin : Jurnal Ilmu-ilmu Keislaman, 11(1), 1–12. https://doi.org/10.47200/ ULUMUDDIN.V11I1.424 Husna, M., & Sugito, S. (2021). Eksplorasi Penerapan Pembelajaran Tatap Muka Terbatas pada Jenjang PAUD di Masa Kebiasaan Baru. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1846–1858. https://doi.org/10.31004/obsesi.v6i3.1814 Iriansyah, H. S. (2020). Membangun Kreativitas Guru dengan Inovasi Pembelajaran di Masa Pandemi Covid-19. Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara II, 1, 1–6. Khasanah, D. R. A. U., Pramudibyanto, H., & Widuroyekti, B. (2020). Pendidikan Dalam Masa Pandemi Covid-19. Jurnal Sinestesia, 10(1), 41–48. Lia, L., Rakhmat, C., & Nugraha, F. (2021). Analisis Pembelajaran Pendidikan Karakter Disiplin Di Sd Negeri Negla. PIWURUK: Jurnal Sekolah Dasar, 1(1), 33–44. https://doi.org/10.36423/pjsd.v1i1.641 Maryanti, D., Rakhmat, C., & Hodidjah. (2014). Pendidikan keluarga dalam meningkatkan prestasi belajar siswa kelas vi sdn i muncang kecamatan sodonghilir kabupaten tasikmalaya. Pedadidaktika, 1(2), 30–37. Nasution, N., Yaswinda, Y., & Maulana, I. (2020). Analisis Pembelajaran Berhitung melalui Media Prisma Pintar pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 230–236. https://doi.org/10.31004/obsesi.v4i1.311 Norhikmah, N., Rizky, N. F., Puspita, D., & Saudah, S. (2022). Inovasi Pembelajaran dimasa Pendemi: Implementasi Pembelajaran berbasis Proyek Pendekatan Destinasi Imajinasi. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 3901–3910. https://doi.org/10.31004/ obsesi.v6i5.1886 Novitasari, Y. (2018). Analisis Permasalahan "Perkembangan Kognitif Anak Usia Dini”. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 2(01), 82–90. https://doi.org/10.31849/paudlectura.v2i01.2007 Nurhayati, R. (2020). Analisis SWOT Pelaksanaan Perkuliahan Daring Pada Masa Pandemi COVID-19 di STAI Yogyakarta. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 5(1), 63–72. https://doi.org/10.47200/ JNAJPM.V5I1.916 Nurwita, S. (2020). Meningkatkan Perkembangan Seni Anak Menggunakan Media Smart Hafiz Di Paud Aiza Kabupaten Kepahiang. Early Childhood Research and Practice, 1(01), 34–37. https://doi.org/10.33258/ ecrp.v1i01.1070 Nuryati, N., Muthmainnah, M., Lubis, H. Z., Talango, S. R., Ibrohim, B., & Nadjih, D. (2021). Metode Role Playing Dalam Meningkatkan Motivasi Berprestasi Anak Usia Dini Selama Masa Learning From Home. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 139–148. https://doi.org/10.32678/AS-SIBYAN.V6I2.4649 Pertiwi, L. K., Febiyanti, A., & Rachmawati, Y. (2021). Keterlibatan Orang Tua Terhadap Pembelajaran Daring Anak Usia Dini Pada Masa Pandemi Covid-19. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini, 12(1), 19–30. https://doi.org/10.17509/cd.v12i1.26702 Pratama, R. E., & Mulyati, S. (2020). Pembelajaran Daring dan Luring pada Masa Pandemi Covid-19. Gagasan Pendidikan Indonesia, 1(2), 49–59. https://doi.org/10.30870/gpi.v1i2.9405 Putri, R. N. (2020). Indonesia dalam Menghadapi Pandemi Covid-19. Jurnal Ilmiah Universitas Batanghari Jambi, 20(2), 705–709. https://doi.org/10.33087/ jiubj.v20i2.1010 Rosita, T., Rakhmat, C., & Soendari, T. (2020). Peran Interaksi Orangtua Pada Keterampilan Sosial Siswa Sekolah Dasar Yang Memiliki Hambatan Adhd. Journal of Elementary Education, 03(03), 82–90. Rusniah, R. (2017). Meningkatkan Perkembangan Bahasa Indonesia Anak Usia Dini Melalui Penggunaan Metode Bercerita Pada Kelompok a Di Tk Malahayati Neuhen Tahun Pelajaran 2015/2016. JURNAL EDUKASI: Jurnal Bimbingan Konseling, 3(1), 114–130. https://doi.org/10.22373/ je.v3i1.1445 Sujiono, Y. N. (2013). Konsep Dasar Pendidikan Anak Usia Dini (7 ed.). PT Indeks. Syamsiyah, N., & Hardiyana, A. (2021). Implementasi Metode Bercerita sebagai Alternatif Meningkatkan Perkembangan Bahasa Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1197–1211. https://doi.org/10.31004/obsesi.v6i3.1751 Taznidaturrohmah, Y. E., Pramono, P., & Suryadi, S. (2020). 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Pengaruh Kepedulian Orang Tua Terhadap Perkembangan Kognitif Anak Berdasarkan Analisis Pola Pengasuhan Rosi Rosyani; Heri Yusuf Muslihin; Taopik Rahman
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 2 (2022): Desember 2022 (In Press)
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i2.5728

Early childhood development needs to be considered properly, especially cognitive development. However, there are still many parents who are less sensitive to this. Therefore, the authors conducted a study to determine the level of parental concern for the cognitive development of children who were analyzed based on parenting patterns. The research method used a survey method with a sample of 20 parents and 20 teenagers. The results show that there are 45% of parents who choose authoritative parenting and 45% of adolescents who get authoritative parenting from their parents. With this figure, parenting is very influential on children's cognitive development, some of the effects are 50% of people are easy to interact socially, 75% of people are easy to catch life's problems, 55% of people are difficult to find solutions to their problems, 60% are able to understand the concept of value/ love even though it is still difficult, and 65% feel a little involved in the learning process. The author advises readers to always apply authoritative parenting because it is included in the ideal parenting pattern. Keywords: parenting; cognitive development; early childhood References AlRasyid, H. (2018). Gaya Kepemimpinan Pada Hotel Best Western Surabaya. https://doi.org/10.31219/osf.io/rn69a Angga Saputra, A. S., & Lalu Suryandi, L. S. (2021). Perkembangan Kognitif Anak Usia Dini Dalam Perspektif Vygotsky Dan Implikasinya Dalam Pembelajaran. PELANGI: Jurnal Pemikiran dan Penelitian Islam Anak Usia Dini, 2(2), 198–206. https://doi.org/10.52266/pelangi.v2i2.582 Anisah. (2011). Pola Asuh Orang Tua Dan Implikasinya Terhadap Pembentukan Karakter Anak. Jurnal Pendidikan Universitas Garut, 5(1), 70–84. Aslan, A. (2019). Peran Pola Asuh Orangtua di Era Digital. Jurnal Studia Insania, 7(1), 20. https://doi.org/10.18592/jsi.v7i1.2269 Chapnick, A. (2008). The golden age. International Journal, 64(1), 205–221. https://doi.org/10.1177/002070200906400118 Chusnandari, M. (2018). Hubungan Antara Pola Asuh Orangtua Dengan Perkembangan Kognitif Anak Usia Dini. Journal Of Early Childhood Islamic Education, 2(2), 209–230. Debitiya, I. (2020). Pengaruh Pola Asuh Terhadap Perkembangan Kognitif Anak Usia Dini di Desa Tanjung Medan Utara. 1601240013. Dialektika, J., & Pgsd, J. (2016). Kata kunci : konsep dasar, perkembangan kognitif, Jean Piaget. 5(1), 1–10. Diana, F. M. (2010). Pemantauan Perkembangan Anak Balita. Jurnal Kesehatan Masyarakat Andalas, 4(2), 116–129. Elida, P., & Remaja, P. P. (1991). Perkembangan Peserta Didik. In Dirjen Dikti: Jakarta. Fitriyani, L. (n.d.). Peran pola asuh orang tua dalam mengembangkan kecerdasan emosi anak. XVIII(1), 93–110. Hidayati, N. I. (2014). Pola Asuh Otoriter Orang Tua, Kecerdasan Emosi, dan Kemandirian Anak SD. Persona:Jurnal Psikologi Indonesia, 3(01). https://doi.org/10.30996/persona.v3i01.364 Imroatun, I. (2017). Media Belajar Bigbook Bagi Pengembangan Baca Nyaring Anak Usia Dini. Seminar Nasional Pembelajaran Baca, Tulis, Dan Hitung Tingkat Permulaan Bagi Anak Usia Dini, 119–127. Imroatun, I., Nirmala, I., Juhri, J., & Muqdamien, B. (2020). Kajian Literatur Pengasuhan Anak Usia Dini Dalam Islam. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 5(1), 57–66. Isti Pujihastuti. (2010). Isti Pujihastuti Abstract. 2(1), 43–56. Kristyowati, R., & Purwanto, A. (2019). Pembelajaran Literasi Sains Melalui Pemanfaatan Lingkungan. Scholaria: Jurnal Pendidikan dan Kebudayaan, 9(2), 183–191. https://doi.org/10.24246/j.js.2019.v9.i2.p183-191 Mu’min, S. A. (2013). Teori Pengembangan Kognitif Jian Piaget. Jurnal AL-Ta’dib, 6(1), 89–99. Nurhayati, R. (2019). Membangun Budaya Literasi Anak Usia Dini dalam Keluarga. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 4(1), 79–88. https://doi.org/10.47200/JNAJPM.V4I1.918 Oktariani, O. (2021). Dampak Toxic Parents dalam Kesehatan Mental Anak. Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K), 2(3), 215–222. https://doi.org/10.51849/j-p3k.v2i3.107 Paud, D. I., & Magelang, K. (2017). = 0,439 Sedangkan R. 2, 565–579. Permasalahan, A. (n.d.). Analisis Permasalahan "Perkembangan Kognitif Anak Usia Dini ”. 2(1), 82–90. Pujianti, R., Sumardi, S., & Mulyadi, S. (2021). Perkembangan Sosial Emosional Anak Usia 5-6 Tahun Selama Pembelajaran Jarak Jauh Di Raudhatul Athfal. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 117–126. https://doi.org/10.32678/AS-SIBYAN.V6I2.4919 Santoso, F. S. (2020). Lingkungan Keluarga Sebagai Awal Pengembangan Kewirausahaan Islam. Nuansa Akademik: Jurnal Pembangunan Masyarakat, 5(1), 13–22. https://doi.org/10.47200/jnajpm.v5i1.418 Sarjana, P., Guru, P., & Athfal, R. (n.d.). Tahapan perkembangan kognitif pada masa early childhood. I, 33–49. Sartini, E. (2016). Strategi Pembelajaran Pada Bidang Pengembangan Kognitif Dengan Menggunakan Benda. Tasikmalaya, U. M. (n.d.). Abstrak. 1(1), 1–12. Widyaningtyas, W., Shari, D., Saleh, N. R., & Asmara, B. (2021). Menigkatkan Kemampuan Kognitif Mengenal Bentuk Geometri Melalui Media Bahan Alam Batu Pelangi. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(1), 41–52. https://doi.org/10.32678/AS-SIBYAN.V6I1.2940 Zakiyah, N., Nurhikma, N., & Asiyah, A. (2021). Pola Asuh Orang Tua Dalam Membentuk Karakter Disiplin Anak Usia 5-6 Tahun Pada Masa Pandemi COVID-19. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 127–138

Upaya Mengenalkan Hadits Pada Anak Usia 5-6 Tahun Melalui Metode Gerakan Tangan Hanita Hanita; Yahdinil Firda Nadhirah; Muhiyatul Huliyah; Juhri Juhri
As-Sibyan: Jurnal Pendidikan Anak Usia Dini Vol 7 No 2 (2022): Desember 2022 (In Press)
Publisher : UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/as-sibyan.v7i2.6006

The lack of teacher ability in using the method causes children to have difficulty remembering the hadith that has been taught. The author conducted classroom action research (CAR) introducing hadith through the hand movement method carried out at RA Ar-Rohmah Serang City on 7 children’s. CAR was carried out in 2 cycles using the Kemmis and MC Taggart models and was descriptive qualitative. The results of the CAR carried out obtained 66,07% in cycle 1 with the criteria of Developing According to Expectations (DAE) and in the second cycle it rose to 86,16% with the criteria of Very Good Development (VGD), thus the hand movement method can improve children’s ability to recognize hadith. Keywords: hand movement method; introduction to hadith; 5-6 years old References Arikunto, S. (2012). Penelitian Tindakan Kelas. Jakarta: PT Bumi Aksara. Handayani, dkk. (2015). Metode Gerakan Dalam Menghafal Hadits. Jakarta: An-Nahl. Hunainah, H., Imroatun, I., Riswanto, D., & Hayati, H. (2021). Introduction To Hijaiyah Letters Through Tilawati Method To Students Aged 5-6. Indonesian Journal of Early Childhood Education Studies, 10(2), 119–127. https://doi.org/10.15294/IJECES.V10I2.44733 Imroatun, I., Hunainah, H., Rukhiyah, Y., & Apipah, I. (2021). Perbedaan Tingkat Pengenalan Huruf Hijaiyyah melalui Metode Iqro pada Anak Kelas A Taman Kanak-Kanak. Al-Mudarris (Jurnal Ilmiah Pendidikan Islam), 4(1), 23–40. https://doi.org/10.23971/MDR.V4I1.2975 Juliana, J. (2018). Upaya Meningkatkan Daya Ingat Anak Menghafal Hadits melalui Metode Gerakan. Aṭfālunā: Journal of Islamic Early Childhood Education, 1(2), 59–63. https://doi.org/10.32505/atfaluna.v1i2.923 Kartini, Darmiyanti, A., & Riana, N. (2021). Metode mendongeng kisah nabi dalam penanaman moral anak usia dini. As-Sibyan Jurnal Pendidikan Anak Usia Dini, 7(1), 13–28. Muhiyatul Huliyah. (2016). Hakikat pendidikan anak usia dini jalur pendidikan informal. Pendidikan Guru Raudlatul Athfal, 1(1), 61–62. Nurma, N., & Maemonah, M. (2022). Hakikat Agama Dalam Pembentukan Karakter Anak Usia Dini. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 7(1), 29–40. Nuryati, N. (2017). Pengembangan Kecerdasan Spiritual Pada Anak Usia Dini Melalui Murottal Bacaan Al-Quran. aṣ-ṣibyān: Jurnal Pendidikan Anak Usia Dini, 2(1), 17–26. Prihantoro, A., & Hidayat, F. (2019). Melakukan Penelitian Tindakan Kelas. Ulumuddin : Jurnal Ilmu-ilmu Keislaman, 9(1), 49–60. https://doi.org/10.47200/ULUMUDDIN.V9I1.283 Refiani, D. A., Umayyah, U., & Mu’awwanah, U. (2020). Upaya Meningkatkan Kemampuan Mengenal Huruf Melalui Balok Huruf. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 4(2), 103. https://doi.org/10.32678/as-sibyan.v4i2.2442 Zakiyah, N., Nurhikma, N., & Asiyah, A. (2021). Pola Asuh Orang Tua Dalam Membentuk Karakter Disiplin Anak Usia 5-6 Tahun Pada Masa Pandemi COVID-19. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 127–138. Rusdinal dan Elizar. (2005). Pengelolaan Kelas Taman Kanak-kanak. Jakarta: Dikti. Semiawan, Conny R. (2008). Belajar dan Pembelajaran Prasekolah dan Sekolah Dasar. Jakarta: PT Indeks Sudijono, Anas. (2006). Pengantar Statistik Pendidikan. Jakarta: Rajawali. Susanto, Ahmad. (2011). Perkembangan Anak Usia Dini. Jakarta: Kencana Prenada Media Group. Wiyani, Novan Ardi. (2013). Pendidikan Agama Islam. Bandung: PT Remaja Rosdakarya. Zakiyah, N., Nurhikma, N., & Asiyah, A. (2021). Pola Asuh Orang Tua Dalam Membentuk Karakter Disiplin Anak Usia 5-6 Tahun Pada Masa Pandemi COVID-19. As-Sibyan: Jurnal Pendidikan Anak Usia Dini, 6(2), 127–138.

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