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Bandung Conference Series: Early Childhood Teacher Education
Published by Universitas Islam Bandung
ISSN : -     EISSN : 28282507     DOI : https://doi.org/10.29313/bcsecte.v2i2
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Bandung Conference Series: Early Childhood Teacher Education (BCSECTE) menerbitkan artikel penelitian akademik tentang kajian teoritis dan terapan serta berfokus pada Pendidikan Guru Paud dengan ruang lingkup sebagai berikut: Anak Usia dini (5-6 tahun), Bahasa Ekspresif, Bercerita, Berpikir logis dan strategi, Bola Bowling Rainbow, Cooking class, Diklat mahir, Disiplin, Gambar berseri, Gerak, Kelompok Bermain, Kemandirian, Kepala Sekolah, Kepercayaan Diri Anak, Kompetensi Guru PAUD dan TK, Pedagogik, Konstruksi Origami, Lagu, Loncat Jejak Kaki, makanan sehat, Media Barang Bekas, Motorik Kasar, Otot Kaki Anak, Membaca, menulis, berhitung, Pembelajaran Paud, penanaman adab, Pendidikan Karakter, Pengasuhan orang tua, Pengelolaan Kelas, Pengembangan Kreativitas, pengenalan dan hafalan Al-Quran, Perkembangan anak, Permainan, Senam. Prosiding ini diterbitkan oleh UPT Publikasi Ilmiah Unisba. Artikel yang dikirimkan ke prosiding ini akan diproses secara online dan menggunakan double blind review minimal oleh dua orang mitra bebestari yang ahli dalam bidangnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 141 Documents
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Penerapan Media Visual Schedule untuk Melatih Kemandirian Anak ASD Rany Selvyanti; Dinar Nur Inten; Fitroh Hayati
Bandung Conference Series: Early Childhood Teacher Education 27-36
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.23904

Abstract

Abstract. This study was motivated by the limited independence of children with Autism Spectrum Disorder (ASD) in carrying out daily activities, particularly bathing and dressing. Children still required parental assistance and guidance at each stage of the activities. This study aimed to describe the child's initial level of independence, the implementation of visual schedule media, and changes in independence after its application. A qualitative approach with an evaluative case study method was employed. The subject was a child with Autism Spectrum Disorder (ASD). Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. The findings indicated that prior to the intervention, the child was highly dependent on parental assistance in bathing and dressing activities. Following the implementation of visual schedule media, the child's independence gradually improved. The child was able to perform several bathing and dressing steps more independently, including taking a towel, undressing, wetting and rinsing the body, and wearing clothes, although occasional guidance was still needed. These findings suggest that visual schedule media can support the development of independence in children with Autism Spectrum Disorder (ASD). Abstrak. Penelitian ini dilatarbelakangi oleh belum optimalnya kemampuan kemandirian anak dengan Autism Spectrum Disorder (ASD) dalam melakukan aktivitas sehari-hari, khususnya kegiatan mandi dan berpakaian. Anak masih memerlukan bantuan dan arahan orang tua pada setiap tahapan kegiatan sehingga diperlukan media yang dapat membantu anak memahami urutan aktivitas secara lebih konkret dan terstruktur. Penelitian ini bertujuan untuk mengetahui kondisi awal kemandirian anak sebelum penggunaan media visual schedule, mengetahui langkah-langkah penerapan media visual schedule , serta mengetahui peningkatan kemandirian anak setelah penggunaan media visual schedule. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian adalah seorang anak dengan Autism Spectrum Disorder. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi, sedangkan analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa sebelum penggunaan media visual schedule anak masih sangat bergantung pada bantuan orang tua dalam kegiatan mandi dan berpakaian. Setelah penerapan media visual schedule, kemampuan kemandirian anak mengalami peningkatan secara bertahap. Anak mulai mampu mengambil handuk sendiri, melepas pakaian, membasahi tubuh, membilas tubuh, mengambil pakaian, memakai baju, serta memakai celana secara lebih mandiri meskipun pada beberapa tahapan masih memerlukan sedikit arahan dari orang tua. Dengan demikian, media visual schedule efektif dalam meningkatkan kemandirian anak dengan Autism Spectrum Disorder (ASD).
Analisis Penggunaan Media Interactive Flat Panel dalam Menstimulasi Kemampuan Berpikir Logis Anak Kelompok B Gita Amelia Oktaviana; Aep Saepudin; Huriah Rachmah
Bandung Conference Series: Early Childhood Teacher Education 37-44
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.23947

Abstract

Abstract. This study aims to analyze the use of Interactive Flat Panel (IFP) in stimulating the logical thinking skills of Group B children at TK Binekas PGRI. The research focuses on teachers' planning strategies, the implementation of Interactive Flat Panel (IFP) in learning activities, the evaluation process, and the supporting and inhibiting factors affecting its implementation. This study employed a qualitative approach using a case study method. The research participants consisted of the principal, Group B teacher, and Group B children at TK Binekas PGRI. Data were collected through observations, semi-structured interviews, and documentation. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data reduction, data display, and conclusion drawing, while data credibility was ensured through source, technique, and time triangulation. The findings indicate that the use of Interactive Flat Panel (IFP) has been integrated into lesson planning, learning implementation, and evaluation. Teachers utilized various digital learning media, including instructional videos and educational games, which enhanced children's participation, enthusiasm, and logical thinking skills, particularly in classifying objects, recognizing patterns, sequencing objects, and understanding cause-and-effect relationships. The successful implementation of Interactive Flat Panel (IFP) was supported by adequate facilities, school support, and children's enthusiasm. However, several challenges were identified, including limited teacher training, technical issues with learning applications, and insufficient preparation time. This study concludes that Interactive Flat Panel (IFP) has strong potential as an effective learning medium for stimulating young children's logical thinking skills when supported by competent teachers and adequate educational facilities. Abstrak. Penelitian ini bertujuan untuk menganalisis penggunaan media Interactive Flat Panel (IFP) dalam menstimulasi kemampuan berpikir logis anak kelompok B di TK Binekas PGRI. Fokus penelitian meliputi strategi guru dalam merencanakan pembelajaran, pelaksanaan penggunaan Interactive Flat Panel (IFP), proses evaluasi pembelajaran, serta faktor pendukung dan penghambat dalam implementasinya. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian terdiri atas kepala sekolah, guru kelompok B, dan anak kelompok B di TK Binekas PGRI. Pengumpulan data dilakukan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan keabsahan data diperoleh melalui triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa penggunaan Interactive Flat Panel (IFP) telah terintegrasi dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran. Guru memanfaatkan berbagai media digital, seperti video pembelajaran dan permainan edukatif, yang mampu meningkatkan keaktifan, antusiasme, serta kemampuan berpikir logis anak dalam mengelompokkan objek, mengenali pola, mengurutkan benda, dan memahami hubungan sebab-akibat. Keberhasilan penggunaan Interactive Flat Panel (IFP) didukung oleh ketersediaan sarana prasarana, dukungan sekolah, dan antusiasme anak, sedangkan faktor penghambat meliputi keterbatasan pelatihan guru, kendala teknis pada aplikasi pembelajaran, dan waktu persiapan media. Penelitian ini menunjukkan bahwa Interactive Flat Panel (IFP) berpotensi menjadi media pembelajaran yang efektif dalam menstimulasi kemampuan berpikir logis anak usia dini apabila didukung oleh kompetensi guru dan fasilitas yang memadai.
Peran Pola Komunikasi Orang Tua dalam Menstimulasi Anak Usia Dini Berbahasa di Kampung Bojong Sari Putri Aulya Andriani; Arif Hakim; Sobar
Bandung Conference Series: Early Childhood Teacher Education 45-52
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.23969

Abstract

Abstract. This study aimed to examine the role of parents' communication patterns in stimulating early childhood language development in Bojong Sari Village, Bandung City. The study was motivated by variations in children's language abilities, including pronunciation difficulties, inappropriate language use, and differences in vocabulary and communication skills. This study used a qualitative approach with a descriptive method. Data were collected through observations, interviews, and documentation involving five families with children aged 5–6 years. The results showed that parent-child communication occurred during daily activities through conversations, questioning, vocabulary enrichment, pronunciation correction, and encouragement to use polite language. The dominant communication pattern was the consensual pattern, while one family applied the protective pattern. Children who experienced the consensual communication pattern demonstrated better language skills and greater confidence in communication. The study concluded that parents' communication patterns played an important role in stimulating early childhood language development, although family culture, the use of the Sundanese language, and the children's social environment also influenced language development. Abstrak. Penelitian ini bertujuan untuk mengetahui peran pola komunikasi orang tua dalam menstimulasi perkembangan bahasa anak usia dini di Kampung Bojong Sari, Kota Bandung. Penelitian dilatarbelakangi oleh adanya variasi kemampuan berbahasa anak, seperti kesulitan pelafalan, penggunaan bahasa yang kurang santun, serta perbedaan penguasaan kosakata dan kemampuan berkomunikasi. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap lima keluarga yang memiliki anak usia 5–6 tahun. Hasil penelitian menunjukkan bahwa komunikasi orang tua dan anak berlangsung dalam aktivitas sehari-hari melalui percakapan, pemberian pertanyaan, pengenalan kosakata, perbaikan pelafalan, serta pembiasaan penggunaan bahasa yang baik. Pola komunikasi yang dominan adalah consensual, sedangkan satu keluarga menerapkan pola protective. Anak yang dibesarkan dengan pola komunikasi consensual menunjukkan kemampuan berbahasa dan kepercayaan diri yang lebih baik. Penelitian ini menyimpulkan bahwa pola komunikasi orang tua berperan penting dalam menstimulasi perkembangan bahasa anak usia dini, meskipun turut dipengaruhi oleh budaya keluarga, penggunaan bahasa daerah, dan lingkungan sosial.
Upaya Meningkatkan Konsentrasi Anak Usia 5-6 Tahun melalui Permainan Treasure Hunt di RA An-Nuur Padalarang Fatimah Azzahra; Nan Rahminawati; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 53-60
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.23976

Abstract

Abstract. Concentration is an essential aspect of cognitive development that supports young children's participation in learning activities. Preliminary observations conducted in Group B of RA An-Nuur Padalarang indicated that the concentration ability of children aged 5–6 years was still low, highlighting the need for more engaging learning activities appropriate to their developmental characteristics. This study aimed to describe the implementation of the Treasure Hunt game assisted by picture card media and to examine its effectiveness in improving children's concentration. The study employed a collaborative Classroom Action Research design using the Kemmis and McTaggart model, which consisted of planning, action, observation, and reflection. The participants were 19 children aged 5–6 years in Group B of RA An-Nuur Padalarang. Data were collected through observation and documentation and were analyzed using descriptive quantitative analysis. The findings showed that children's concentration ability gradually improved from 40% in the pre-cycle to 42% in Cycle I, 63% in Cycle II, and 82% in Cycle III. These findings indicated that the implementation of the Treasure Hunt game assisted by picture card media effectively improved the concentration ability of children aged 5–6 years by creating an active, engaging, and meaningful learning environment. Abstrak. Kemampuan konsentrasi merupakan salah satu aspek perkembangan kognitif yang berperan penting dalam mendukung keberhasilan proses pembelajaran pada anak usia dini. Hasil observasi awal di Kelompok B RA An-Nuur Padalarang menunjukkan bahwa kemampuan konsentrasi anak usia 5–6 tahun masih rendah, sehingga diperlukan pembelajaran yang lebih menarik dan sesuai dengan karakteristik anak. Penelitian ini bertujuan untuk mendeskripsikan penerapan permainan Treasure Hunt berbantuan media kartu gambar serta mengetahui peningkatannya terhadap kemampuan konsentrasi anak usia 5–6 tahun. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) kolaboratif dengan model Kemmis dan McTaggart yang terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 19 anak Kelompok B RA An-Nuur Padalarang. Data dikumpulkan melalui observasi dan dokumentasi, kemudian dianalisis menggunakan analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa kemampuan konsentrasi anak mengalami peningkatan secara bertahap, yaitu dari 40% pada pra siklus menjadi 42% pada Siklus I, meningkat menjadi 63% pada Siklus II, dan mencapai 82% pada Siklus III. Dengan demikian, permainan Treasure Hunt berbantuan media kartu gambar efektif meningkatkan kemampuan konsentrasi anak usia 5–6 tahun melalui pembelajaran yang aktif, menarik, dan bermakna.
Aktivitas Bermain Balance Bike dan Kemampuan Motorik Kasar Anak Usia 4-5 Tahun di Kampung Manoko, Lembang, Kabupaten Bandung Barat Annisa Mustika; Ayi Sobarna; Dedih Surana
Bandung Conference Series: Early Childhood Teacher Education 61-70
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24060

Abstract

Abstract. This study describes daily balance bike play and gross motor development in children aged 4-5 years in Kampung Manoko, Lembang, West Bandung Regency. Balance bike play in this rural setting occurs naturally as free play, differing from prior studies that mostly examined structured, controlled balance bike programs. A qualitative descriptive approach was used, involving three children aged 4-5 years selected through purposive sampling and their parents as interview sources. Data were collected through observation, in-depth parent interviews, and documentation, then analyzed using thematic analysis with technique triangulation. The results show that: (1) balance bike play occurred naturally, almost daily for 20 minutes to one hour on varied terrain, providing diverse movement experiences; (2) before regularly playing, children showed varied initial conditions, including limited physical activity, unstable balance, and developing coordination; and (3) after regularly playing, children maintained balance, coordinated body movements, moved more agilely, and showed age-appropriate muscle strength, although individual variation remained. These findings indicate that balance bike play in a village environment provides diverse movement experiences and supports gross motor development in early childhood, affirming that natural rural play environments offer rich opportunities for children to develop their abilities. Abstrak. Penelitian ini mendeskripsikan aktivitas bermain balance bike dan kemampuan motorik kasar anak usia 4-5 tahun di Kampung Manoko, Lembang, Kabupaten Bandung Barat. Aktivitas ini berlangsung alami sebagai free play, berbeda dengan penelitian terdahulu yang umumnya mengkaji program balance bike dalam setting terkontrol. Penelitian menggunakan pendekatan kualitatif deskriptif dengan tiga anak usia 4-5 tahun yang dipilih melalui purposive sampling dan orang tua mereka sebagai sumber wawancara. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, dianalisis menggunakan analisis tematik dengan triangulasi teknik. Hasil penelitian menunjukkan bahwa: (1) aktivitas bermain balance bike berlangsung alami, hampir setiap hari selama 20 menit hingga satu jam pada medan bervariasi sehingga memberikan pengalaman gerak beragam; (2) sebelum rutin bermain, anak-anak menunjukkan kondisi awal beragam berupa keterbatasan aktivitas fisik, keseimbangan belum stabil, dan koordinasi gerak yang masih berkembang; dan (3) setelah rutin bermain, anak-anak mampu menjaga keseimbangan, mengoordinasikan gerakan tubuh, bergerak lebih lincah, serta memiliki kekuatan otot sesuai usianya, meski tetap ada variasi individual. Temuan ini menunjukkan bahwa aktivitas bermain balance bike di lingkungan kampung memberikan pengalaman gerak beragam dan berpotensi mendukung perkembangan motorik kasar anak usia dini, sekaligus menegaskan bahwa lingkungan bermain alami di pedesaan menjadi ruang kaya kesempatan bagi anak mengembangkan kemampuannya.
Pembentukan Karakter Religius melalui Kegiatan Pembiasaan di PAUD Bina Mandiri Virna Aulia; Erhamwilda; Eko Surbiantoro
Bandung Conference Series: Early Childhood Teacher Education 71-80
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24086

Abstract

Abstract.  The formation of religious character from an early age is important because it is the golden period of child development. This study aims to describe the implementation of habituation activities, identify the values ​​formed, and analyze the supporting and inhibiting factors. The study used a descriptive qualitative approach with observation, interview, and documentation techniques at Bina Mandiri Early Childhood Education (PAUD Bina Mandiri). The results show that religious character formation is carried out through habituation activities integrated into daily activities. The values ​​formed are faith and piety, steadfastness, self-confidence, compassion, sincerity, and clean and healthy living. Its success is supported by teacher consistency, school-parent cooperation, and enjoyable learning methods. Inhibiting factors include children's unstable emotional state and a lack of continuity in habituation between school and home. Abstrak. Pembentukan karakter religius sejak usia dini penting karena merupakan masa emas perkembangan anak. Penelitian ini bertujuan mendeskripsikan pelaksanaan kegiatan pembiasaan, mengidentifikasi nilai-nilai yang terbentuk, serta menganalisis faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara, dan dokumentasi di PAUD Bina Mandiri. Hasil penelitian menunjukkan bahwa pembentukan karakter religius dilaksanakan melalui kegiatan pembiasaan yang terintegrasi dalam aktivitas sehari-hari. Nilai-nilai yang terbentuk yaitu beriman dan bertakwa, teguh pendirian, percaya diri, kasih sayang, tulus, serta hidup bersih dan sehat. Keberhasilannya didukung oleh konsistensi guru, kerja sama sekolah dan orang tua, serta metode pembelajaran yang menyenangkan. Adapun faktor penghambatnya meliputi kondisi emosional anak yang belum stabil dan kurangnya kesinambungan pembiasaan antara sekolah dan rumah.
Penerapan Pembelajaran Berbasis Proyek di TPQ Ar-Rahman Arlin Nurpani; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 81-88
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24103

Abstract

Abstract. Project-Based Learning (PjBL) is a learning strategy that requires students to play an active role in completing projects, thereby providing a meaningful learning experience. Although it is widely implemented in formal educational institutions, research on its application in non-formal Islamic educational institutions, particularly Al-Qur’an Education Centers (TPQs), remains limited. This study aims to describe the implementation of project-based learning at the Ar-Rahman TPQ, covering planning, implementation, evaluation, as well as supporting and inhibiting factors. This study employs a qualitative approach using a descriptive method. The research subjects consisted of three teachers at TPQ Ar-Rahman. Data were collected through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that instructional planning was carried out through the development of lesson plans, the setting of learning objectives, the selection of project themes, and the preparation of learning media and materials. The implementation of instruction followed the stages of Project-Based Learning, actively involving students in project activities. Evaluation was conducted through observation, documentation, and assessment of student progress, which showed that the majority fell into the “Beginning to Develop” (MB) category, while some reached the “Developing as Expected” (BSH) category. Supporting factors included student enthusiasm and the readiness of learning media and tools, while obstacles included time constraints and differences in student characteristics. The implementation of project-based learning at TPQ Ar-Rahman has succeeded in creating a participatory and meaningful learning experience. Abstrak. Project-Based Learning (PjBL) merupakan strategi pembelajaran yang menuntut peserta didik berperan aktif dalam penyelesaian proyek sehingga menghadirkan pengalaman belajar yang bermakna. Meskipun banyak diterapkan pada lembaga pendidikan formal, kajian mengenai penerapannya di lembaga pendidikan Islam nonformal, khususnya Taman Pendidikan Al-Qur’an (TPQ), masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran berbasis proyek di TPQ Ar-Rahman yang meliputi perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas tiga orang guru TPQ Ar-Rahman. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahap reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran dilakukan melalui penyusunan RPPH, penetapan tujuan pembelajaran, pemilihan tema proyek, serta persiapan media dan alat pembelajaran. Pelaksanaan pembelajaran berlangsung sesuai tahapan Project-Based Learning dengan melibatkan peserta didik secara aktif dalam kegiatan proyek. Evaluasi dilakukan melalui observasi, dokumentasi, dan penilaian perkembangan peserta didik yang menunjukkan sebagian besar berada pada kategori Mulai Berkembang (MB) dan beberapa mencapai kategori Berkembang Sesuai Harapan (BSH). Faktor pendukung meliputi antusiasme peserta didik serta kesiapan media dan alat pembelajaran, sedangkan hambatan meliputi keterbatasan waktu dan perbedaan karakteristik peserta didik. Penerapan pembelajaran berbasis proyek di TPQ Ar-Rahman mampu menciptakan pembelajaran yang partisipatif dan bermakna.
Upaya Stimulasi Perkembangan Anak Usia 3-4 Tahun pada Lembaga Pendidikan Non Formal Chiara Nursyifa; Erhamwilda; Eko Surbiantoro
Bandung Conference Series: Early Childhood Teacher Education 89-98
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24317

Abstract

Abstract. This study aims to describe teachers efforts in stimulating the development of children aged 3–4 years in a nonformal early childhood education institution. A qualitative approach with a case study method was employed. Data were collected through observations, semi-structured interviews, and documentation involving one teacher as the main participant and parents as supporting informants. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. The findings revealed that teachers planned learning activities flexibly according to children's developmental needs, learning themes, and institutional conditions despite the absence of formal lesson plans. Learning implementation emphasized play-based activities, including storytelling, singing, coloring, pasting, role-playing, and educational games that actively engaged children. These activities stimulated religious and moral values, language, cognitive, physical-motor, and social-emotional development in an integrated manner. Teachers also applied scaffolding, positive reinforcement, and responsive interactions to encourage children's participation and independence. The study concludes that teachers creativity and flexible learning strategies play a crucial role in optimizing children's development despite limitations in facilities, learning time, and instructional administration in nonformal early childhood education institutions. Abstrak. Penelitian ini bertujuan untuk mendeskripsikan upaya guru dalam menstimulasi perkembangan anak usia 3–4 tahun di lembaga pendidikan nonformal. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara semi terstruktur, dan dokumentasi dengan melibatkan satu orang guru sebagai subjek utama serta orang tua sebagai informan pendukung. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru merencanakan pembelajaran secara fleksibel sesuai dengan kebutuhan perkembangan anak, tema pembelajaran, dan kondisi lembaga meskipun belum menggunakan perangkat pembelajaran tertulis secara lengkap. Pelaksanaan pembelajaran dilakukan melalui kegiatan bermain, seperti bercerita, bernyanyi, mewarnai, menempel, bermain peran, dan permainan edukatif yang mampu menstimulasi aspek nilai agama dan moral, bahasa, kognitif, fisik motorik, serta sosial emosional secara terpadu. Guru juga menerapkan scaffolding, penguatan positif, dan interaksi yang responsif untuk meningkatkan partisipasi serta kemandirian anak. Dengan demikian, kreativitas guru dan pembelajaran yang fleksibel menjadi faktor penting dalam mengoptimalkan stimulasi perkembangan anak di lembaga pendidikan nonformal.
Pola Pengasuhan Orang Tua dalam Mengajarkan Jajan Sehat pada Anak Usia Dini Naya Novianti Ramanda; Arif Hakim; Sobar
Bandung Conference Series: Early Childhood Teacher Education 99-106
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24393

Abstract

Abstract. Snacking habits in early childhood are one of the behaviors that can affect children's health and nutritional status. Parents play a crucial role in shaping these habits through parenting patterns implemented within the family environment. This study aims to describe parental parenting patterns in teaching healthy snacking to early childhood, explain how parents teach healthy snacking habits, identify supporting and inhibiting factors, and analyze the implications of parenting patterns on children's snacking habits. The study used a qualitative approach with descriptive methods. The subjects consisted of five parents with children aged 4–6 years in Ciburial Village, Cimenyan District, Bandung Regency. Data were collected through observation and interviews, then analyzed using data reduction, data presentation, and conclusion drawing. The results showed that parents implemented various strategies such as getting children into the habit of eating before going out, providing provisions, limiting pocket money, providing education about healthy snacks, and monitoring children's snacking activities. Supporting factors came from good communication, consistent parenting, and setting an example, while inhibiting factors included peer influence, the surrounding environment, and limited supervision due to parents' busy schedules. These findings suggest that consistent parenting patterns play a crucial role in developing healthy snacking habits in young children. Abstrak. Kebiasaan jajan pada anak usia dini merupakan salah satu perilaku yang dapat memengaruhi kesehatan dan status gizi anak. Orang tua memiliki peran penting dalam membentuk kebiasaan tersebut melalui pola pengasuhan yang diterapkan di lingkungan keluarga. Penelitian ini bertujuan mendeskripsikan pola pengasuhan orang tua dalam mengajarkan jajan sehat pada anak usia dini, menjelaskan cara orang tua mengajarkan kebiasaan jajan sehat, mengidentifikasi faktor pendukung dan penghambat, serta menganalisis implikasi pola pengasuhan terhadap kebiasaan jajan anak. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas lima orang tua yang memiliki anak usia 4–6 tahun di Desa Ciburial, Kecamatan Cimenyan, Kabupaten Bandung. Data dikumpulkan melalui observasi dan wawancara, kemudian dianalisis menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa orang tua menerapkan berbagai strategi seperti membiasakan anak makan sebelum bepergian, memberikan bekal, membatasi uang jajan, memberikan edukasi mengenai jajanan sehat, serta melakukan pengawasan terhadap aktivitas jajan anak. Faktor pendukung berasal dari komunikasi yang baik, konsistensi pengasuhan, dan pemberian teladan, sedangkan faktor penghambat meliputi pengaruh teman sebaya, lingkungan sekitar, serta keterbatasan pengawasan akibat kesibukan orang tua. Temuan ini menunjukkan bahwa pola pengasuhan yang konsisten berperan penting dalam membentuk kebiasaan jajan sehat pada anak usia dini.
Kemampuan Guru Kelas B dalam Penggunaan Technological Pedagogical Content Knowledge (TPACK) di Kb Mitra Tanaya Baiq Sabrina Awanis; Nan Rahminawati; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 107-114
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24429

Abstract

Abstract This research was based on the importance of teachers’ ability to integrate technology, pedagogy, and learning content through the Technological Pedagogical Content Knowledge (TPACK) framework in the digital era. Early childhood education requires creative, interactive, and developmentally appropriate learning, making technology an essential part of meaningful instruction. This study aimed to describe the TPACK ability of Grade B teachers at KB Mitra Tanaya, identify their professional development needs, and examine the supporting and inhibiting factors affecting TPACK implementation. A descriptive qualitative approach was employed. The subject of this study was a Grade B teacher at KB Mitra Tanaya. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data display, and conclusion drawing. The findings showed that the teacher was able to integrate technology, pedagogy, and learning content effectively. Digital media, particularly learning videos, were used according to the learning theme and children's developmental stages, followed by discussions, question-and-answer sessions, role-playing, and other interactive activities. Development needs included training in educational technology, digital media development, and the use of learning applications. Supporting factors included technological facilities, school support, and teacher motivation, while inhibiting factors were limited internet access and insufficient time for developing digital learning media. These findings contribute to TPACK implementation in early childhood education and provide recommendations for future teacher training. Abstrak. Penelitian ini didasari oleh pentingnya kemampuan guru dalam mengintegrasikan teknologi, pedagogi, dan konten pembelajaran melalui kerangka Technological Pedagogical Content Knowledge (TPACK) di era digital. Pembelajaran anak usia dini memerlukan strategi yang kreatif, interaktif, dan sesuai tahap perkembangan sehingga teknologi menjadi bagian penting dalam proses belajar yang bermakna. Penelitian ini bertujuan mendeskripsikan kemampuan TPACK guru kelas B di KB Mitra Tanaya, menganalisis kebutuhan pengembangannya, serta mengidentifikasi faktor pendukung dan penghambat penerapannya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek seorang guru kelas B. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah mampu mengintegrasikan teknologi, pedagogi, dan konten pembelajaran melalui penggunaan media digital, seperti video pembelajaran yang disesuaikan dengan tema dan tahap perkembangan anak, serta dipadukan dengan diskusi, tanya jawab, bermain peran, dan aktivitas kreatif. Kebutuhan pengembangan meliputi pelatihan teknologi pembelajaran, pengembangan media digital, dan peningkatan kompetensi penggunaan aplikasi pembelajaran. Faktor pendukung meliputi ketersediaan perangkat teknologi, dukungan sekolah, dan motivasi guru, sedangkan faktor penghambat meliputi keterbatasan jaringan internet, fasilitas teknologi, dan waktu pengembangan media. Temuan ini berkontribusi pada pengembangan studi TPACK di jenjang PAUD.

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