Incrementapedia: Jurnal Pendidikan Anak Usia Dini
perkembangan anak usia dini (Nilai Agama dan Moral, Fisik-Motorik, Kognitif, Bahasa, Sosial-Emosional, dan Seni), parenting, neurosains, teknologi dan komunikasi dalam pendidikan anak usia dini, kesehatan dan keselamatan anak usia dini, dan pendidikan anak usia dini berkebutuhan khusus, serta model pembelajaran anak usia dini
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133 Documents
<![CDATA[INOVASI PERMAINAN TEBAK BUNYI MELALUI MEDIA AUDIO-VISUAL UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF ANAK USIA 5-6 TAHUN DI R.A AL-AMIN MEDAN ]]>
<![CDATA[Siti Mayam Lubis]]>;
<![CDATA[Darajat Rangkuti]]>;
<![CDATA[Darmina Eka Sari Rangkuti]]>
<![CDATA[ incrementapedia Vol 4 No 2 (2022): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol4.no2.a6614
<![CDATA[In the learning process, teachers rarely use guessing games, so that most children have not been able to develop their cognitive abilities properly. Audio-visual media is a medium that can stimulate the development of children's cognitive abilities, so that children are able to name objects based on color and shape, and classify objects based on color and shape. This study aims to determine the effect of playing charades using audio-visual media on group B children at RA Al Amin. This type of research is quantitative-experimental, consisting of 8 meetings. The data collection instrument was an informal test consisting of a pretest and posttest. The data obtained were analyzed by means of quantitative-descriptive analysis. The results of the normality test stated that the pretest and posttest data came from populations that were normally distributed. While the results of testing the hypothesis stated that tcount (3.74) > ttable (1.74), so it was concluded that there was an effect of playing guessing or sound on the cognitive ability to recognize numbers in group B children at RA Al Amin.]]>
<![CDATA[PENGARUH MEDIA KINTAR TERHADAP KEMAMPUAN KEAKSARAAN AWAL ANAK USIA 5-6 TAHUN DI TK TUNAS REMAJA SURABAYA ]]>
<![CDATA[Utari Safitri]]>;
<![CDATA[Aisyah Aisyah]]>;
<![CDATA[Ervin Nurul Affrida]]>
<![CDATA[ incrementapedia Vol 4 No 2 (2022): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol4.no2.a6635
<![CDATA[This research is motivate by the problem that the early literacy abilitie of children age 5-6 years are still not developed. This is because the teacher only uses the lack of media, namely teaching materials for children's worksheets, so that children feel bored and less enthusiastic. Therefore, researchers make creative media, namely KINTAR media (Kincir Pintar). Media KINTAR (Kintar Pintar) is a game media that is made to resemble a windmill made of plywood or wood with the symbol of the letters (a) to (z) in various colors and attractively decorated. The motivation of this study was to determine the effect of KINTAR media on the early skills of children aged 5-6 year in TK Tunas Remaja Surabaya. The exam strategy used is a quantitative exploration technique with the design of "One Group Pretest Posttest Design", the T-test using the SPSS version 24 application. The sample in this study was 25 children aged 5-6 years at Tunas Remaja Surabaya Kindergarten. The information sorting strategy used is the perception technique and documentation. Base on the result of the paired sample test using the SPSS version 24 application, it shows that from the calculation results above, it is obtained sig (2- tailed) 0.000 < 0.05, then at that time Ho is reject so that the working hypothesis is very significant. Thus, its can be stated that the KINTAR media hasa tremendous impact on early proficiency abilites of childrens age 5-6 years at Tunas Remaja Surabaya Kindergarten. ]]>
<![CDATA[PENGARUH MEDIA PERMAINAN ULAR TANGGA TERHADAP KEMAMPUAN MEMBACA PADA ANAK KELOMPOK B DI TK FATIMA GELURAN ]]>
<![CDATA[Surya Devi Setianingsih]]>;
<![CDATA[Isabella Hasiana]]>;
<![CDATA[Aulia Insani]]>
<![CDATA[ incrementapedia Vol 4 No 2 (2022): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol4.no2.a6636
<![CDATA[This research was motivate by the lack of reading abilitys in group B children in TK Fatima Geluran. The low reading ability of children as a result of the learning method used by the teacher does not provide maximum results. The use of snake and lader game media researchers chose as one of the solutions, because snake and ladder game media has a positive impact on increasing children's reading skills. The formula of the problems in this study, is there any influences of snake and ladder game media on reading ability in group B children in Fatima Geluran. The purposes of this research is to finds out whethers theres is an effect of snake and ladder games media on reading ability in group B children in Fatima Geluran. The types of research that the author used is quantitatives with the types of one groups pretest-posttest design. The data collections technique used is observations and processed by Pair Sample T Test. The result show that there was a significant increased in the snake and ladder game media on children's reading ability, with df or db 11, if we look at the t-value table with a significant level of 5%, the "t" value is greater than tt, namely: 0.000<0,05. Then by comparing the results of t arithmetic (tₒ) with t table, it can be analyzed that t0 is greater than tt (t0 > tt), so H0 is reject and Ha is accepted.]]>
<![CDATA[PENGEMBANGAN KONSEP PENJUMLAHAN DAN PENGURANGAN MELALUI METODE JARIMATIKA PADA ANAK USIA DINI ]]>
<![CDATA[Lathipah Hasanah]]>;
<![CDATA[Marisah Tasha Sabrina]]>;
<![CDATA[Siti Alfina Nazmi]]>;
<![CDATA[Farida Azzahrah Anwar]]>;
<![CDATA[Nurul Izzati]]>
<![CDATA[ incrementapedia Vol 4 No 2 (2022): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol4.no2.a6641
<![CDATA[The purpose of this study was to determine the development of children's ability to recognize the concept of addition and subtraction using the Jarimatika method. Due to the inaccurate way of learning addition and subtraction, many children do not know the concept of addition and subtraction from 1 to 10. Fingering is a method of counting using fingers that can develop children's arithmetic abilities. In the math activities it is fun to introduce mathematics to children on the path of arithmetic, through from start to finish the game, let the children enjoy the fun of mathematics in math learning activities, no more problems in learning math activities. Methods to improve children's ability to learn to count and subtract and add operations using their hands. In this introduction to jarimatic, children can find out that mathematics is fun, especially in the way of counting. This research uses research methods of data collection techniques and literature studies or literature studies.]]>
<![CDATA[MENINGKATKAN KEINGINTAHUAN ANAK MELALUI KEGIATAN BERCERITA PADA KELOMPOK A DI TK TAMANSARI SURABAYA ]]>
<![CDATA[Gusmaniarti Gusmaniarti]]>;
<![CDATA[Andini Widya Agustina]]>;
<![CDATA[Aulia Navisa Hidayati Vizaa]]>;
<![CDATA[Anisa Karim]]>;
<![CDATA[Indah Putri Syaqinah]]>
<![CDATA[ incrementapedia Vol 4 No 1 (2022): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol4.no1.a6639
<![CDATA[The background in this study is the fact that in Tamansari Surabaya Kindergarten, children's curiosity has not been well developed. For this reason, the purpose of this study is to increase understanding of early childhood through storytelling activities in group A at TK Tamansari Surabaya. Researchers use this type of research in the form of classroom action research. The approach applied is a case study approach with qualitative methods. The location of this research was at Tamansari Surabaya Kindergarten which was conducted for 2 days on 8-9 December 2022 with 20 students as kindergarten students in group A as research subjects. The data collection technique is observation and documentation. The data analysis technique used is descriptive comparative statistical techniques. The results of the research and discussion are based on cycle 1 and cycle 2. At cycle 1 to 1 meetings, storytelling activities are carried out using storybook media. Of which there are only 5 children (25%) who focus on learning. Meanwhile, the success rate must reach 80% of 20 children. Then, the researcher reflected by holding meeting 2 in cycle 1. Meeting 2 revealed storytelling activities using media images that had not succeeded in reaching the target. Because the number of children who focused on listening to stories was only 8 children (40%). Then, the researcher reflected again by holding cycle 2. In cycle 2, storytelling activities used hand puppet media. With the media of hand puppets, students are more enthusiastic in listening to stories. Cycle 2 described that the number of children who focused on learning increased to 18 children (90%). So it can be concluded that this research was successful. Because storytelling activities can increase children's curiosity at Tamansari Surabaya Kindergarten. And the media that is effectively used in storytelling activities is the hand puppet media.]]>
<![CDATA[ANALISA KEGIATAN BERHITUNG PADA ANAK DENGAN MEDIA SPINDLE BOX DI TK AISYIYAH 18 ASEMJAJAR ]]>
<![CDATA[Gusmaniarti Gusmaniarti]]>;
<![CDATA[Amanatul Lisanika Fatiya Nur Rosyidah]]>;
<![CDATA[Hikmia Nur Insyia Novalia Pringadi]]>;
<![CDATA[Rifaul Fajeriyah]]>
<![CDATA[ incrementapedia Vol 4 No 1 (2022): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol4.no1.a6705
<![CDATA[Early childhood education is useful as a stimulation for children in accordance with the growth characteristics of children at their age. Age 4-5 years is the age when children begin to recognize symbols in the form of numbers from one to ten. Therefore, early childhood education, especially in formal education such as in Aisyiyah 18 Asemjajar Kindergarten, must be able to improve the learning of arithmetic activities. Spindle Box is an educational game tool for children that will be implemented in Aisyiyah 18 Asemjajar Kindergarten to improve counting activities. This research was conducted on 18 children in class A1 (9 boys and 9 girls). Research activities were carried out for three days with predetermined steps. Based on the results of the study, the spindle box succeeded in increasing children's numeracy activities and the children became more enthusiastic so it can be concluded that the APE spindle box has a positive influence on children's numeracy activities in Aisyiyah 18 Kindergarten Asemjajar]]>
<![CDATA[PENGALAMAN AWAL DAPAT MENGUBAH EKSPRESI GEN DAN MEMPENGARUHI PERKEMBANGAN JANGKA PANJANG ]]>
<![CDATA[Farah Ayu Maulidina]]>;
<![CDATA[Debbie Susanti]]>;
<![CDATA[Siti Kania]]>
<![CDATA[ incrementapedia Vol 4 No 1 (2022): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol4.no1.a6757
<![CDATA[New scientific research shows that environmental influences can actually affect whether and how genes are expressed. Thus, the old idea that genes are "set in stone" or that they alone determine development has been debunked. In fact, scientists have found that early experiences can determine how genes are turned on and off and even whether some are expressed at all. Therefore, the experiences that children have early in life and the environment in which they have them are able to shape the structure of their developing brains and greatly influence whether they grow up to be healthy and productive members of society. This growing body of scientific evidence supports the need for society to re-examine the way it thinks about the circumstances and experiences to which young children are exposed.]]>
<![CDATA[Dampak Stres DAMPAK STRES PADA ANAK DALAM PERKEMBANGAN OTAK ANAK ]]>
<![CDATA[Muthi’ah Jihadillah Saepurohman]]>;
<![CDATA[Najmu Hawa]]>;
<![CDATA[Debie Susanti]]>
<![CDATA[ incrementapedia Vol 4 No 1 (2022): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol4.no1.a6876
<![CDATA[Stress in children is a trauma that can hinder and even damage the development of a child's brain. When a child is under pressure, whether light or heavy from an incident that is intentional or not, it can affect the child's brain development. Therefore, children should be avoided as much as possible so as not to get events that make them traumatized which later when they occur in the long term and continuously can cause children to become stressed. As we know the brain is an important thing in human life, because the brain is said to be the center of everything that the human will do in the future. By avoiding excessive stress on children and providing a good stimulus is the same as making a child's brain development good and very good. Of course, it will produce good results in the future.]]>
<![CDATA[PENINGKATAN KOMPETENSI GURU PENDIDIKAN ANAK USIA DINI DI TK BINA HASANAH CIMINDI: COMPETENCE IMPROVEMENT OF EARLY CHILD EDUCATION TEACHERS AT BINA HASANAH CIMINDI KINDERGARTEN ]]>
<![CDATA[JENAL ABIDIN]]>;
<![CDATA[HAMIDAH]]>;
<![CDATA[SITI HARUM NURESHARA]]>
<![CDATA[ incrementapedia Vol 5 No 1 (2023): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol5.no1.a6341
<![CDATA[Teacher competence is one of the benchmarks for the success of the education implemented. Therefore, qualified educators will be able to produce students who grow according to thei rstage of development. This ability is closely related to the ability of teachers to teach in the classroom. This includes the ability to manage classes and the ability of teachers to interact with students. The purpose of this study was to analyze several teacher competencies including teacher competence in pedagogic competence, personality competence, socialcompetence, and teacher professional competence. The research method uses a qualitative descriptive analysi sapproach. The results of the study indicate that teachers have applied pedagogic competence, personality competence, social competence, and professional competence in classroom learning but still need to be improved. But the competence of its application In learning is still in the poor category. It is suggested that teachers canimprove their competence in classroom learning by participating in various competency development trainings.]]>
<![CDATA[Pelaksanaan Teknik Asesmen Formal dan Informal Pada Pembelajaran Matematika Untuk Anak Usia Dini: IMPLEMENTATION OF FORMAL AND INFORMAL ASSESSMENT TECHNIQUES IN MATHEMATICS LEARNING FOR EARLY CHILD ]]>
<![CDATA[LATHIFAH HASANAH]]>;
<![CDATA[KINANTI FITRIYANI]]>;
<![CDATA[NARESWARI SABITHA WIDYADHARI]]>;
<![CDATA[UZLIFA JANNAH]]>;
<![CDATA[MIFTAHUL HASANAH]]>
<![CDATA[ incrementapedia Vol 5 No 1 (2023): Incrementapedia: Jurnal Pendidikan Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi PG-PAUD Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/incrementapedia.vol5.no1.a6372
<![CDATA[Assessment is a process of describing as it is about the behavior shown by the child. The behavior in question is directed at aspects of development that must be mastered by children. The assessment aims to reveal the facts of the actual development that occurs and is achieved by the child (description), mapping the developmental achievements of each child (mapping), grouping children on relatively similar developmental achievements (grouping), providing programs that are in accordance with the child's needs (programming). Implementation of the assessment can use two main approaches, namely a formal assessment approach (formal based assessment) and an informal assessment (informal based assessment). The formal assessment approach usually uses instrumentation and is based on scores or numbers, so some call it a test-based assessment. The informal assessment approach uses real situations and real work of children to describe the state of behavior as it is.]]>
