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<![CDATA[Meningkatkan Bahasa Anak Melalui APE di Kelompok B2 TK PAUD Terpadu Al-Madinah ]]>
<![CDATA[Sri Mulianah]]>;
<![CDATA[Asnar, Armi Nadilah]]>;
<![CDATA[Tri Ayu Lestari]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 1 No 2 (2022): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v1i2.4495
<![CDATA[The purpose of writing this article is to see how the initial language is improved by using educational games (APE). Action Research in AL-MAIDNAH INTEGRATED PAUD Kindergarten. This research is based on consistency in planning the action itself, observing and reflecting on educational institutions. The subjects in this study were children of AL-MADINAH INTEGRATED PAUD Kindergarten who had problems with language skills. The method used is to use a non-text method, accompanied by documentation and also photo documentation. The results obtained. APE can improve your child's language skills in kindergarten. The application of APE language skills in schools can be influenced by factors such as teacher competence, school facilities and children. The synergistic effect on the elements of children's language skills increases optimally.]]>
<![CDATA[Stimulasi Kemampuan Berpikir Simbolik Menggunakan Aktivitas Playdough pada Kelompok B RA Ashabul Kahfi Kota Parepare ]]>
<![CDATA[Nurul Asqia]]>;
<![CDATA[Ashari, Novita]]>;
<![CDATA[Razak, Rasmida]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 1 No 2 (2022): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v1i2.4511
<![CDATA[The purpose of this study was to stimulate symbolic thinking skills using playdough activities in group B RA Ashabul Kahfi, Parepare City. The method used in this research is descriptive qualitative method. Data collection is done by interviews, observation and documentation. Playdought activities can stimulate the ability to think symbolically in group B which includes the ability to say the symbols for numbers 1-10, use the symbols for numbers to count, match numbers with symbols for numbers, recognize various kinds of symbols for vowels and consonants and represent various objects in the form of pictures or writing. Based on the research activities carried out, it was found that there was an increase in children's symbolic thinking skills by using playdough activities.]]>
<![CDATA[The Effect Of Lego Letters Media On Early Reading Ability In Children Ages 5-6 Years In Kindergarten Yasril Ananta Baharuddin Parepare City ]]>
<![CDATA[trisnawaty, susi]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 2 No 1 (2023): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v2i1.5381
<![CDATA[Background : Early reading is defined as a process from written symbols (letters) into speech. Children who are often introduced to reading will get used to seeing books as a source of information. Lego as a constructive game in the form of building, organizing and managing various media around it has been commonly played by Early Childhood Children during their development. Objectives : How to describe the development of learning in children before and after using Lego media, how to describe early reading skills in children before and after using Lego media, and the effect of using Lego media on early reading skills. Method : The approach used in this study is a quantitative research approach, namely the research was conducted to analyze the effect of the experimental method on children's early reading abilities. The type of research used in this research is "Two Groups Pretest Posttest Design", which is a research design that has a pretest before being given treatment and a posttest after being given treatment. Results : The results of the Wilcoxon Signed Ranks test using the SPSS application obtained Asymp Sig (2-tailed) 0.05 <0.05, then H0 was rejected and H1 was accepted, meaning that there was an effect of playing lego letters on children's early reading abilities. This shows that the early reading skills of children who received the lego letter game treatment were better than children who received the treatment. Conclusion : Children's early reading ability before learning to use Lego media shows that some children do not yet have awareness of text messages, the alphabet and phonemics, do not yet have the basic skills needed to write, are not able to express questions and ideas and are able to use their language skills to work together. In the lego letter game to improve early reading skills, children experience improvement from each meeting so that there are differences in children's early reading development after research.]]>
<![CDATA[Model Event-Based Learning Models In Early Childhood Learning ]]>
<![CDATA[Andiya, Aflah]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 2 No 1 (2023): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v2i1.5718
<![CDATA[In the current era of technological and information development, early childhood learning approaches continue to innovate to meet educational needs that are effective and attractive to children. One approach that is increasingly popular is event-based learning or event-based learning. This concept places real events at the center of learning, enabling children to learn through hands-on and contextual experiences. Therefore, it is important to use an appropriate approach in early childhood learning. One approach that has been proven effective and well known in this context is event-based learning. Through these hands-on experiences, children can develop a deeper understanding of abstract concepts such as time, natural cycles or social interactions. Event based learning involves active participation of children in the learning process. They are encouraged to ask questions, try out roles, and come up with their own ideas. The purpose of this research is to seek information or collect data related to event based learning in early childhood learning. The method used in this article is bibliometric analysis using VOSviewer.]]>
<![CDATA[Pengaruh Penggunaan Media Audio Visual Menggunakan Video Animasi Untuk Meningkatkan Kosakata Di Taman Kanak-Kanak Pusat Padu Lino ]]>
<![CDATA[Wina]]>;
<![CDATA[Muhammad Akil Musi]]>;
<![CDATA[Rusmayadi]]>;
<![CDATA[Rika Kurnia R]]>;
<![CDATA[Dzulfadhilah, Fitriani]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 2 No 1 (2023): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v2i1.6480
<![CDATA[Based on the search conducted, there are 12 children whose vocabulary mastery has not developed optimally, it can be seen when the teacher asks about color problems. Children do not understand the essence of the questions given, for example when children are asked questions about the color of roses there are children who answer red, white, yellow and there are children who do not answer at all. This study aims to see the effect of audiovisual media through animated videos to improve vocabulary in kindergarten Pusat Padu Lino Tanah Towa Kajang Bulukumba Regency. The research method used is quantitative with a quasi-experimental type. The population was 19 children in the kindergarten of Pusat Padu Lino Tanah Towa Kajang Bulukumba Regency. Sampling was done by purposive sampling technique. The research sample was 12 children, namely 6 children in the control group and 6 children in the experimental group. Descriptive data analysis technique and non-parametric statistical analysis, namely the Wilcoxon sign rank test. The results showed that the experimental group experienced an average increase of 24.67 and the control group of 21.00. The significant value can be seen in the experimental group test results, namely (2-tailed), 0.027 <0.05, namely H0 is rejected and H1 is accepted. Therefore, it can be concluded that the use of audio-visual media using animated videos can provide an increase in children's vocabulary at TK Pusat Padu Lino Tanah Towa Kajang Bulukumba Regency.]]>
<![CDATA[Stimulating Six Aspects Of Development In Children Aged 4-5 Years Through Learning Assistance In Cihanjawar Village Rt 01 Bojong Purwakarta ]]>
<![CDATA[Winarti, Wiwin]]>;
<![CDATA[Adriansah]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 2 No 1 (2023): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v2i1.5081
<![CDATA[The purpose of this devotion is to stimulate six developmental factors in children. Because the age range of 4-5 years is a golden age along the age range of human development. During this time the child is particularly receptive to stimuli from his environment. At that age, children also experience rapid growth and development both physically and mentally, so they need the right stimulus to optimize their growth and development. This service is carried out through learning assistance activities for children aged 4-5 years located in cihanjawar village Rt. 01. Because in cihanjawar village rt 01 there is no early childhood level school, the author conducts a program to stimulate six aspects of development in children through learning assistance, so that when entering the next level the child's development is optimal. It can be concluded that after the holding of learning assistance in early childhood in Cihanjawar village Rt.01, significant changes were seen in the development of each child. Seen in each activity, children show changes in their development through social interactions with adults and other children, where the child's interest and curiosity motivate him to learn while playing and there are individual variations in learning development.]]>
<![CDATA[Mengembangkan Mutu Lembaga Paud, Dengan Memperhatikan Aspek Tenaga Pendidik, Sarana Prasarana Dan Hubungan Antara Guru Dan Anak ]]>
<![CDATA[Olii, Dwi Agista]]>;
<![CDATA[Rahma Hungopa]]>;
<![CDATA[Fatma Djimadi]]>;
<![CDATA[Tanti]]>;
<![CDATA[Sri Rawanti]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 2 No 1 (2023): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v2i1.5558
<![CDATA[Pendidikan anak usia dini merupakan suatu wadah bagi anak untuk mengembangkan kemampuannya. Penggunaan istilah anak usia dini dalam paud mengindikasikan kesadarn yang tinggi pada pihak pemerintah dan sebagai pemerhati pendidikan untuk menangani pendidikan anak-anak secara profesional dan serius. Penanganan anak usia dini khususnya dalam bidanag pendidikan sangat menentukan kualitas pendidikan bangsa dimasa mendatang. Oleh karena itu perlu pendidikan yang bermutu dengan memperhatikan mutu lembaga paud tersebut. Tujuan penelitian ini adalah untuk mengetahui bagaimana upaya yang dilakukan oleh pemerintah untuk meningkatkan mutu lembaga paud. Metode yang digunakan yaitu adalah wawancara dan observasi . Hasil dari penelitian menunjukan bahwa faktor-faktor yang menjadi penunjang peningkatan mutu paud masih terbilang belum terealisasikan dengan baik.]]>
<![CDATA[Penerapan Pendekatan Whole Language Dalam Pengajaran Literasi Anak Usia Dini ]]>
<![CDATA[Mutiara, Mutiara Rohmah Dhiny]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 2 No 2 (2023): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v2i2.5776
<![CDATA[This study aims to cover the application of the Whole language approach in teaching early childhood literacy. The Whole language approach emphasizes understanding the entire language through reading, writing, listening and speaking activities. This research uses a qualitative approach with a case study approach. The research subjects consisted of a group of early childhood who attended an educational program with the application of the Whole language approach. Data was collected through class observations, interviews with teachers, and observations of children’s literacy development. Data analysis was carried out using an inductive approach, in which the thematic patterns and meanings that emerged from the data were found. The results of the study show that the application of the Whole language approach in teaching early childhood literacy has significant benefits. Children are actively involved in reading and writing activities, they show a high interest in literacy, and improve overall language comprehension. In addition, children also develop speaking and listening skills through interactions with teachers and peers. This research provides insight into the effectiveness of the Whole language approach in the context of teaching early childhood literacy. The practical implication of this research is the need to apply the Whole language approach in the early childhood education curriculum to improve literacy and holistic language development.]]>
<![CDATA[Implementasi Pendekatan Whole Language Anak Usia Dini Di Taman Kanak-Kanak ]]>
<![CDATA[Damhud , Ayu Nanda Putri]]>;
<![CDATA[Amanda]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 3 No 1 (2024): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v3i1.5792
<![CDATA[It is commonly recognized that society typically reduces all facets of language acquisition to just reading and writing, a rather minor portion of language development. If used correctly and consistently, the whole language approach—let alone its application to early language learning can be a natural and enjoyable way to foster children's enthusiasm in literacy. Literacy has a big role in language learning in industrialized nations. The purpose of this study is to implement the entire language strategy in the Pgri Ketitanglor Kindergarten for young children. This study used action research, a form of quantitative study. On May 26, 2023, the study was carried out at PGRI Ketitanglor Kindergarten. Three kids between the ages of 5 and 6 served as the study's subjects, and their selection was based on the findings of observations, interviews, and document reviews. Because some kids have been able to write and read appropriately and correctly, the observation findings of the entire language method with eight components in the learning processes at Pgri Ketitanglor Kindergarten are said to be 80% successful. The other 20% of kids are still in the beginning stages of emerging or developing.]]>
<![CDATA[Menjadi Pendidik Anak Usia Dini Yang Profesional ]]>
<![CDATA[Alfi, Alfiyatul Hasanah]]>
<![CDATA[ Anakta : Jurnal Pendidikan Islam Anak Usia Dini Vol 2 No 2 (2023): Anakta : Jurnal Pendidikan Islam Anak Usia Dini ]]>
Publisher : <![CDATA[Program Studi Pendidikan Islam Anak Usia Dini ]]>
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DOI: 10.35905/anakta.v2i2.5999
<![CDATA[The number of early childhood education institutions in Indonesia is growing rapidly. This increase occurred in line with the large number of early childhood children (AUD) that must be served. The quantity is directly proportional to the need for qualified teachers. The demand for the quality of educators is increasingly clear by returning early childhood development which is a golden period so that a good foundation from quality teachers has an impact on the excellence of the Indonesian generation. For this reason, it is necessary for PAUD educators to understand these maximizing opportunities from an early age. There needs to be an effort to improve the quality of education services for early childhood by improving the quality of early childhood educators. Professionalism itself has not been understood by PAUD because it is not limited to intention or desire. His sincerity must be reflected in action. PAUD teacher certification provides a positive meaning so that PAUD teachers remain consistent in improving their own professionalism. PGPAUD needs introspection to try all ways to increase the competitiveness of graduates as well as academic products and other services, which among other things is achieved through improving the quality of education so that it has quality excellence. Keywords: PAUD, Professionalism, teacher]]>
