Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini
Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini published by the Department of English Language Education, the Faculty of Teacher Training and Education, Widya Gama Mahakam Samarinda University, which is published twice a year in March and September It contains articles of research in the field of early childhood education and learning Articles are written in Bahasa and English
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<![CDATA[Konsep Merdeka Belajar Bagi Anak Usia Dini Perspektif Ki Hajar Dewantara ]]>
<![CDATA[Masliyana]]>;
<![CDATA[Muhammad Nasir]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 8 No. 2 (2023): September ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v8i2.1324
<![CDATA[The concept of independent learning is a concept that emphasizes the ability to think independently. Merdeka is here aimed at providing educators, students and parents with comfort and enjoyment in learning to facilitate innovation and creativity. This is based on the fact that individuals with an independent disposition are more likely to experience freedom in using their innate abilities effectively. Talking about the concept of freedom to learn is actually not something new, but has been propagated for a long time by Ki Hajar Dewantara. The ideas and concepts put forward by him have contributed to the formation of a more organized and well-defined framework in the field of education in Indonesia. However, in reality, currently it can be said that the quality of education still needs to be improved, especially in Early Childhood Education Institutions. So the aim of the research was to describe the concept of independent learning for young children from the perspective of Ki Hajar Dewantara. This research uses qualitative methodology, namely descriptive analysis which includes library research. Research findings show that freedom to learn is one of the efforts to achieve humanist education. One of the educational ideas that is very important to be disseminated in the learning practices of the society 5.0 era. According to Ki Hajar Dewantara, the presence of free learning for young children fosters a sense of unlimited freedom in carrying out play activities. Children will freely explore as an indication that children have physical and psychological independence. Not only that, Ki Hajar Dewantara included the concept of freedom of learning as one of the five basic principles of Panca Dharma which includes "freedom or independence, culture, nature, nationality and humanity".]]>
<![CDATA[Hubungan Antara Nutrisi Dan Kecerdasan Emosional Pada Anak Usia Dini ]]>
<![CDATA[Riza Wahyu Utami]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 8 No. 2 (2023): September ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v8i2.1342
<![CDATA[Food is a basic human need, which requires accuracy and caution in choosing daily food. The success of implementing an early childhood feeding program to meet nutritional needs is very dependent on the role of parents. Parents must have skills and knowledge in processing food and managing children's nutrition. So that the development of the child's level of emotional intelligence is achieved perfectly. Providing healthy food to children is the main support in fulfilling nutrition in the growth process and level of social-emotional development. The aim of this research was to find out how the pattern of providing food is in order to build emotional intelligence in early childhood. Providing balanced nutritious food for children will increase emotional intelligence in optimizing the learning process because it can increase enthusiasm and concentration in class. Every child has different nutritional needs and it depends on their activity level, height, weight and immunity. One difference can be seen based on the activity between active and passive children so that calorie needs are certainly different when children do activities.]]>
<![CDATA[Dampak Penerapan Educative Song Dalam Pembelajaran Bahasa Inggis Pada Anak Usia Dini ]]>
<![CDATA[Faiza Hawa]]>;
<![CDATA[Rahmawati Sukmaningrum]]>;
<![CDATA[Arso Setyaji]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 8 No. 2 (2023): September ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v8i2.1373
<![CDATA[As as international language used across the globe, English needs to be given to students since their early age. For that reason, government issued a policy concerning the implementation of English learning to be given to students since early age. Teachers in class are facing a challenging situation since they have to be able to create fun, creative English larning which involve early age students in its implementation. What should they do then to realize such fun and attractive Engllish learning? An attractive and educative learining media can help teacher to make it realized. Educative song is an educative media that can make learning English fun and attractive. What effects these educative songs can bring in English learning? This is the focus of this study. This study aimed at finding out the effect of implementing educative song as a media for learning English for pre-school students. This study is designed as a descriptive qualitative study which involves pre-school teachers. In order to get the data, the researchers employed a 5 Likert-scale questionnaire to 40 pre-school teachers across Guntur subdistrict, Demak Regency, in Central Java Province. The data were then analyzed using Interactive Model Analysis by Miles and Huberman. The results displayed some important notes. Learning English through educative songs can build students’ good character, attitude, and confidence. Furthermore, educative songs motivated students to learn more for English. The songs also help students to enrich their English vocabulary. For this, pre-school teachers should provide students with fun learning in learning English in school.]]>
<![CDATA[Kompetensi Profesional Guru Sanggar Gambar Anak Usia Dini (4-6 TAHUN) ]]>
<![CDATA[Prayitno]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 8 No. 2 (2023): September ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v8i2.1382
<![CDATA[The professional competence of drawing studio teachers is an important part of the quality of management of non-formal education institutions, the scope of early childhood education (PAUD). Professional competence is something that every teacher who teaches in studios or drawing courses must have. This research is based on questions from parents regarding the professional competence of studio teachers, some have a bachelor's background in fine arts education, some have a non- educational fine arts background, there are also those who don't have a graduate background but can draw or are known to be autodidacts, there are even some educational background other than fine arts but can draw, and so on. This research aims to describe one of the teacher competencies, namely the professional competency of studio teachers in the city of Bandung. The method in this research is qualitative with a descriptive analysis approach. Data collection in this research used observation techniques, interviews, and students' drawings. The subjects of this research were three studio teachers from different locations in Bandung City. This research shows that of the three drawing studio teachers, there are two teachers who have good professional competence, while one teacher has professional competence in the quite good category. An institution or drawing studio that has good professional teacher competence will influence the quality, so that parents will have more confidence in the studio. It is hoped that this article can become a reference and knowledge for prospective educators regarding the professional competence of drawing studio teachers.]]>
<![CDATA[Analisis Implementasi Kurikulum Merdeka PAUD Di Kabupaten Sleman ]]>
<![CDATA[Nur Cholimah Nur]]>;
<![CDATA[Aliyah Latifah Hanum]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 8 No. 2 (2023): September ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v8i2.1399
<![CDATA[Lecturer program activities outside the campus aims to develop independent curriculum-based learning tools for PAUD teachers who are members of the Sleman Regency PAUD Forum. This activity was carried out in several stages, namely conducting a needs analysis for PAUD teachers in Sleman Regency, designing a training program for developing independent curriculum-based learning tools and practicing making learning tools. The training materials for teachers include; a) development of learning outcomes, learning objectives, and PAUD learning objectives, b) creation of P5 and intracurricular teaching modules, d) use of loose parts in learning, d) independent assignments to develop teaching modules based on the Independent Curriculum, and e) evaluation of module creation independent curriculum-based teaching. The practical results of the training were that 14 participants were able to create P5 modules and 16 participants were able to create intracurricular modules. Four P5 teaching modules and five best intracurricular teaching modules were awarded. In making the P5 or intracurricular teaching modules encountered obstacles experienced by teachers including; determine the main theme, use the assessment, and provide a starting sentence for the children in the module. So it was concluded based on the results above that the independent curriculum-based learning development training activities had an impact on the knowledge and skills of PAUD teachers who were members of the Sleman Regency PAUD Forum.]]>
<![CDATA[Pengembangan kompetensi guru pendamping anak usia dini berkebutuhan khusus dengan autism spectrum disorder (ASD) ]]>
<![CDATA[Cahyaningsih, Sri Lestari]]>;
<![CDATA[Nasir , Muhammad]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 9 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v9i1.1325
<![CDATA[A teacher is a person who has academic competence and qualifications as a learning agent, provides knowledge, provides guidance and direction to students according to their scientific field, and will make students intelligent, smart, able to understand the knowledge that has been taught and has broad and critical thinking insights. Shadow teachers are teachers who work directly and face to face with children and assist the class teacher. The presence of a shadow teacher is very helpful in conditioning the class when the class teacher is providing lessons and explanations to students. Shadow teacher will deal with one student with special needs. Competency standards for shadow teachers meet three criteria, pedagogical standards, personality standards and professional standards. To become an shadow teacher, you need a supportive academic education, having an educational certificate at the level of D-IV/S1 PGTK or psychology or other relevant education. Or a diploma D-II PGTK from an accredited study program. The need for shadow teachers who are really needed by inclusive schools is not yet balanced with the number of students with special needs in schools. Apart from that, shadow teachers have not been provided with adequate training. This research was carried out through a literature review with a qualitative approach. The systematic review process uses various literature reviews and articles from national scale scientific journals. The analysis obtained from the study is that training is needed to support the competence of accompanying teachers in the process of teaching students with special needs. The training required is 1) explanation of inclusive education, 2) children with special needs and their characteristics and diversity, 3) growth and development of children with special needs, 4) how to provide stimulation to children with special needs, 5) how to care for and protect children with special needs, 6 ) create an individual learning program. The number of shadow teachers currently in Samarinda city inclusive schools is not yet comparable to the inclusion schools that have been decreed by the Mayor.]]>
<![CDATA[Implementasi metode read aloud dalam mengembangkan kosa kata anak di kelompok A TK Mentari Loa Janan ]]>
<![CDATA[Mariana, Annisa Dwi]]>;
<![CDATA[Robingatin, Robingatin]]>;
<![CDATA[Sunanik, Sunanik]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 9 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v9i1.1430
<![CDATA[This research is motivated by the importance of developing children's vocabulary in their language skills. The choice of method for implementation is also no less important. It is hoped that choosing the read aloud method will provide a pleasant atmosphere and be able to facilitate children in acquiring vocabulary. This method is a means that can provide a wide variety of vocabulary to children. The aim of this research is to determine the implementation of the read aloud method in developing the vocabulary of children in group A. This research is field research with a qualitative approach. Data was collected through observation, interviews and documentation. The subjects in this research were the Principal and Teacher of Mentari Loa Janan Kindergarten. The validity of the data was tested through triangulation of sources, techniques and time. Data analysis refers to the work steps of Miles, Huberman, and Saldana involving data condensation, data presentation, and drawing conclusions. The results of this research relate to the implementation of the read aloud method applied by teachers in developing children's vocabulary. Planning consists of selecting books that suit the learning theme and pre-reading the books. The implementation consists of creating a pleasant atmosphere, showing and introducing the book cover, actively interacting with the children, asking questions to the children and discussing about 4-5 new vocabulary words in the book. Evaluation is carried out by asking children about the story they have just read, including the content, concepts and vocabulary. Assessment of vocabulary development itself is carried out by paying attention to children's conversations and language use. Although the research results provide an overview of the implementation of the read aloud method, further research is still needed to evaluate the long-term impact on children's vocabulary development. This can be a basis for developing more concrete recommendations to increase the effectiveness of using the read aloud method in the context of vocabulary development for children in group A.]]>
<![CDATA[Pengaruh kedisiplinan kerja guru terhadap loyalitas kepada lembaga PAUD di Kecamatan Tahunan ]]>
<![CDATA[Dewi, Noer Azizah Rosita]]>;
<![CDATA[Windiarti , Rina]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 9 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v9i1.1447
<![CDATA[Early childhood education is the initial level of formal education for children. The role of teachers is very important in educating the lives of the nation's children. Of course, expertise, professionalism and good character are needed by a teacher. The background to the writing is that the level of work discipline of teachers at PAUD in Tahunan District is still low. A teacher's loyalty can be identified from various factors, both internal and external. Loyalty means respecting and loving everything without coercion. From the existing problems, the researcher aims to identify the influence of teacher work discipline on loyalty to PAUD institutions in Tahunan District. The aim of this research is to determine the effect of teacher work discipline on loyalty to PAUD educational institutions in Tahunan District using quantitative methods. The population in this study were teachers at PAUD in Tahunan District. The sample was determined using random sampling to obtain a sample of 155 PAUD teachers. The data analysis technique used in this research is IBM SPSS Statistics 25 analysis. The analysis method used is descriptive analysis and instrument testing. The results of research on 155 teacher respondents at PAUD in Tahunan District show that the work discipline category of PAUD teachers is in the very high discipline category, namely 67%. Meanwhile, the loyalty category is also in the very high loyalty category, namely 64%. The results of the analysis used were with the help of IBM SPSS 25, the results of research calculations showed that Chi-Square with sig. (2-tailed) is 0.000. From these calculations, it can be concluded that there is a significant influence between teacher work discipline on loyalty to PAUD educational institutions in Tahunan District.]]>
<![CDATA[Pengaruh status gizi anak terhadap perkembangan bahasa ekspresif anak usia 2-3 tahun di Kelurahan Tamanwinangun Kabupaten Kebumen ]]>
<![CDATA[Nuryuliasih, Salfah]]>;
<![CDATA[Sumanto, Reni Pawestuti Ambari]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 9 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v9i1.1449
<![CDATA[Early childhood education is the beginning of formal education for children and the role of teachers here is vital in educating the lives of the nation's children. Obviously, expertise, professionalism, and good character are needed by a teacher. This research's background is that the work discipline level for ECE teachers in Tahunan District is still low. Teachers often leave the classroom while the learning process is ongoing, there are many teacher interns in short periods of time, there is still a lack of love for doing this job, and there are not many references regarding the variable of teacher loyalty at the ECE level. A teacher's loyalty can be identified from various factors, both internal and external. Loyalty means respecting and loving everything without coercion. From the existing problems, the researcher aims to identify the influence of teachers’ work discipline on their loyalty towards the ECE institutions in Tahunan District. The research method used is a quantitative survey research method with random sampling techniques. The results of research on 155 ECE teacher respondents in Tahunan District showed that the work discipline of PAUD teachers is very high is 67%. The same with their discipline, their loyalty is also very high is 64%. The analysis results used were with the help of IBM SPSS 25, Chi-Square calculation results with sig value results. (2-tailed) is 0.000. From these calculations, it can be concluded that there is indeed an influence of teacher work discipline on loyalty to ECE institutions in Tahunan District.]]>
<![CDATA[Implementasi pembelajaran toilet training dalam menumbuhkan kemandirian anak usia dini: Implementasi pembelajaran toilet training dalam menumbuhkan kemandirian anak usia dini ]]>
<![CDATA[Efendi, Rivan Mutiasari]]>;
<![CDATA[Afandi, Nur Kholik]]>
<![CDATA[ Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini Vol. 9 No. 1 (2024): Maret ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Widya Gama Mahakam Samarinda ]]>
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DOI: 10.24903/jw.v9i1.1474
<![CDATA[This research focuses on early childhood independence learning through toilet training at PAUD Cakrawala Kaki Langit. The background emphasizes the importance of developing children's independence from an early age to achieve the goals of early childhood education in accordance with Law Number 20 of 2003. Toilet training involves fostering children’s autonomy through a structured learning process so they are able to urinate and defecate. The child's independence phase can be carried out starting from the age of 2-4 years. Independence is the ability that children have and can do without the help of others, having self-confidence and discipline. Early childhood independence is greatly influenced by the family and school environment. The aim of this research is to observe the implementation of toilet training learning in fostering independence in young children. The type of research used by this researcher is descriptive qualitative research carried out using interview, observation and documentation methods. The principal and teacher of the Skyline Cakrawala preschool are the subjects that will be observed in the research. The research results show that toilet training is effective in training children's independence which includes discipline, responsibility, courage and motor skills. The storytelling method using pictorial media in this activity involves children and provides guidance on what steps to take when in the bathroom. Interviews with school principals and graphs confirm that children's independence shows good results where children are independent to go to the toilet themselves. The conclusion of this research is that children show significant independent abilities, including going to the toilet on their own, taking off and putting on pants, cleaning the toilet, washing vital organs, and washing their hands. The development of children's independence develops very well in accordance with the desired expectations from the various aspects assessed.]]>
