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Journal of Teaching and Education
Published by Universitas Sembilanbelas November Kolaka
ISSN : -     EISSN : 29635667     DOI : http://dx.doi.org/10.31327/jte.v2i2.2086
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Teaching and Education is oriented to reguler publishing of research in the areas of teaching and education. This journal is a Blind Peer Review that applies an Open Journal System (OJS). This journal is a sub-institution of the Universitas Sembilanbelas November Kolaka. Scope : Early childhood education, Adult education, Mathematics and science education, Guidance and counseling education, Educational technology, Character education, Special needs education, Global issues in education, Technical and vocational education, Language education, Social science education, Educational management, Sport science and physical education, Other areas in education.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 34 Documents
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DEVELOPING EARLY CHILDHOOD COGNITIVE ABILITIES THROUGH NUMBER CARDS IN ADMAJARIA KINDERGARTEN Siti, Rukayah
Journal of Teaching and Education Vol 4, No 1 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i11.2596

Abstract

This study aims to describe and analyze the improvement of cognitive abilities of group B children, especially in the aspect of recognizing symbols and number concepts, through the implementation of Number Card media in Admajaria Kindergarten, Bojonegoro Regency. The main problem of this study is the low initial cognitive achievement, which is indicated by the pre-cycle completion percentage of 35.71% with an average value of 65.00. This study uses the Classroom Action Research (CAR) design model of Kemmis and McTaggart which was implemented in two cycles, with 14 Group B children (8 boys and 6 girls) as subjects. Data were collected through observation, tests, and documentation. The criteria for success of the action was set at 75% classical learning completion. The results of the study showed a significant and sustainable increase: in Cycle I, the completion percentage reached 64.28%; then in Cycle II, the completion percentage increased sharply to 85.71% with an average value of 80.00. These results have exceeded the set targets, proving that the use of Number Card media combined with active play strategies is effective and feasible for improving cognitive abilities, especially number recognition, in early childhood.  
Enhancing Early Childhood Art Ability Through Natural Material Collage Activities at TK Islam Raudhatul Jannah Erlika Elga, Shally
Journal of Teaching and Education Vol 4, No 1 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i1.2597

Abstract

This classroom action research (CAR) aims to describe the improvement of early childhood art skills, especially collage skills, through the use of natural materials at Raudhatul Jannah Islamic Kindergarten. The background of the problem shows low art skills as reflected in the average precycle score of 50.00% with a suboptimal level of development. The subjects of the study were 15 children (8 boys and 7 girls) from Group A of Raudhatul Jannah Islamic Kindergarten in the 2025/2026 academic year. This study was conducted in two cycles, where each cycle consisted of planning, action implementation, observation, and reflection. Data collection instruments were observation sheets and documentation of work results. The results of the study showed a significant increase from each cycle. In Cycle I, the percentage of completion reached 66.67%, but the target success indicator (80%) had not been achieved. After improvements were made in Cycle II, the percentage of completion increased sharply to 93.33%. This improvement demonstrates that gluing activities using natural materials (such as dried leaves, seeds, and twigs) are effective as a learning strategy for developing art and fine motor skills in early childhood. This study recommends that early childhood education teachers integrate natural materials as the primary medium in art instruction
IMPROVING EARLY CHILDHOOD'S ABILITY TO RECOGNIZE THEIR IDENTITY THROUGH THEMATIC LEARNING ON "SELF" Khabibatul, Muniroh
Journal of Teaching and Education Vol 4, No 1 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i1.2598

Abstract

Study This aim For increase ability child age early Group A at RA Al-Ittihad Poncol in know identity self through application of learning models Thematic with theme "Myself " . The background of this study is the finding that most children aged 3-4 years in the class still have difficulty stating their complete personal identity (full name, age, gender, parents' names) and lack confidence in expressing themselves. The study was conducted in two cycles, where each cycle consisted of planning, action implementation, observation, and reflection. The research subjects were 16 children in Group A. Data collection techniques used observation with checklists, anecdotal notes, and documentation. The results of the study showed a significant increase from the initial condition to the end of the cycle. In the initial condition, the ability to recognize children's self-identity was relatively low. After the implementation of Cycle I, there was an increase where most children began to be able to state basic identities, but still needed help and there was a feeling of shame. In Cycle II, after actions that emphasized self-exploration and emotional expression (such as reflecting and telling stories), almost all children showed the ability to recognize their self-identity independently (reaching the expected success limit), as well as significant improvements in fine motor and social-emotional aspects. It is concluded that Thematic Learning with the theme "Self" is effective and relevant as a strategy to develop self-concept and self-confidence in early childhood.  
IMPROVING LITERACY (READING) SKILLS THROUGH THE USE OF PICTURE STORY BOOKS IN KINDERGARTEN Mela, Ariyani
Journal of Teaching and Education Vol 4, No 1 (2025): Journal of Teaching and Education
Publisher : USN Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jte.v4i1.2599

Abstract

This study aims to improve literacy (reading) skills of early childhood through the use of picture story books in ABA Jragan Kindergarten, Bantul, Yogyakarta. This type of research is Classroom Action Research (CAR) which is carried out in two cycles with the stages of planning, action, observation, and reflection. The research subjects consisted of 11 children in group B (7 boys and 4 girls) aged 5–6 years. Data collection techniques include observation, interviews, and documentation. The results of the study indicate that the use of picture story books can improve children's literacy skills, as indicated by an increase in the 'very well developed' category from 36% in cycle I to 64% in cycle II. Picture story books media help children understand the content of the reading, actively ask questions, and are able to retell the content of the story. Thus, the use of picture story books is proven effective in increasing reading interest and literacy skills of early childhood.

Page 4 of 4 | Total Record : 34

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