cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dessy Farantika
Contact Email
farantika.dessy@gmail.com
Phone
+6285736789017
Journal Mail Official
Jurnalpiaudbocil@gmail.com
Editorial Address
Jl Masjid no 22 Kota Blitar
Location
Kab. blitar,
Jawa timur
INDONESIA
Journal of Childhood Education, Development and Parenting
Published by Universitas Nahdlatul Ulama Blitar
ISSN : -     EISSN : 29884365     DOI : DOI: https://doi.org/10.28926/bocil.v3i3.2233
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
Journal of Childhood Education, Development and Parenting merupakan media untuk dialog ilmiah melalui pertukaran informasi dan bertujuan untuk berkontribusi dalam pengembangan bidang pendidikan anak usia dini. Jurnal ini menyediakan forum untuk membahas berbagai isu dan bertukar informasi serta ide tentang penelitian dan praktik pengabdian kepada masyarakat di bidang pendidikan anak usia dini. Kami menerima berbagai artikel dengan topik, yaitu: 1. pengembangan nilai moral dan agama 2. perkembangan fisik motorik, 3. perkembangan sosial emosional, 4. perkembangan kognitif, 5. perkembangan bahasa, 6. perkembangan seni dan kreatif, 7. pola asuh, 8. lembaga pengelola pendidikan anak usia dini, 9. asesmen tumbuh kembang anak usia dini, 10. psikologi tumbuh kembang anak, 11. pemberdayaan anak, 12. strategi pembelajaran, 13. alat peraga pendidikan bermain, media pembelajaran, 14. inovasi dalam pendidikan anak usia dini dan berbagai bidang yang terkait dengan Pendidikan Anak Usia Dini hingga usia 8 tahun. Kami terbuka terhadap artikel asli dari penyelidikan empiris (eksperimen laboratorium hingga studi lapangan). Makalah dapat mewakili berbagai perspektif teoritis dan pendekatan metodologis yang berbeda
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 51 Documents
 1   2   3   4   5 
A artikel Penerapan Pendekatan Saintifik Kurikulum 2013 Pada Siswa PAUD TK AL HIDAYAH Kolomayan 01 Fuadah, Syawiatul
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.920

Abstract

The purpose of this study was to describe the application of the 2013 curriculum scientific approach to PAUD students in Blitar Regency, namely TK Al Hidayah Kolomayan 01. This type of research is descriptive research. One approach to learning in early childhood is a scientific approach. The scientific approach to the 2013 curriculum includes five main activities consisting of the following activities: Observe, question, sample/collect, combine and communicate (decide, present). The 2013 curriculum in PAUD covers all dimensions of child development, namely attitudes, knowledge and skills. And includes all development programs that are integrated and planned and presented according to the child's developmental stage. The application of a scientific approach to children includes principles such as student centering, namely focusing the learning process on children's activities and creativity, not just teacher explanations. The method used in this research is qualitative research using case study method. By identifying, searching literature, determining the appropriate research location, selecting participants, selecting questions, collecting data, analyzing data, interpreting results.
implementasi kurikulum terpadu dan konsep belajar tematik pada lembaga PAUD Mahbubah, Aprilia Zinatul
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.941

Abstract

This study aims to describe the implementation of the integrated curriculum (2013) and the concept of thematic learning in early childhood, as well as find out the appropriate implementation of learning for early childhood. By using qualitative methods on previous research related to the implementation of an integrated curriculum and the concept of thematic learning in early childhood which basically at that age is the age called the Golden Age where at this age the stimulation for development is very fast so that it requires the role of adults around him. Therefore it can be concluded that proper education in early childhood is very important for the five aspects of child development to shape the child's personal character in the future.
Pengembangan Kognitif Anak Usia Dini Melalui Permainan Gobak Sodor Azizun Nisak, Aldin Nur Robi
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.948

Abstract

Abstrak Kognisi atau kognitif adalah suatu proses berpikir, sebuah kemampuan individu dalam menilai, mengamati atau mengobservasi, menghubungkan, dan mempertimbangkan suatu kejadian atau peristiwa. Proses kognitif berhubungan dengan tingkat kecerdasan yang mencirikan seseorang dengan minat, terutama ditujukan kepada ide-ide dan belajar. Kemampuan intelegensi menentukan cepat atau tidaknya, terselesaikan tidaknya suatu masalah yang sedang dihadapi. Kecerdasan merupakan kemampuan mental tertinggi yang dimiliki oleh manusia. Perkembangan kognitif anak usia dini merupakan perubahan dalam pemikiran, kecerdasan, dan bahasa anak. Proses perkembangan kognitif membuat anak mampu mengingat, membayangkan bagaimana cara memecahkan soal atau masalah, menyusun strategi kreatif atau menghubungkan kalimat menjadi pembicaraan yang bermakna. Perkembangan kognitif anak pada usia dini tampak dari kemampuan anak dalam menganalisis lingkungan disekitarnya dengan cara yang lebih kompleks. Anak menjadi lebih aktif dalam proses belajar, anak juga mulai mengajukan berbagai pertanyaan terkait hal-hal yang ada disekitarnya. Anak mengamati berbagai hal, mengatur beberapa benda berdasarkan ukuran dan bentuk, memahami cara mengelompokkan dan mencocokan benda sesuai warnanya. Mengobservasi lingkungan sekitar, Anak juga sering aktif bertanya, jika dijawab, maka timbul pertanyaan lagi, terkadang juga mencari jawaban sendiri atau biasa disebut proses pemecahan masalah. Perkembangan kognitif anak usia dini dapat dikembangkan selain dengan proses pembelajaran di lembaga pendidikan, juga bisa dengan cara bermain. Bermain adalah salah satu cara anak menyalurkan energi yang berlebih. Salah satu permainan yang mudah dimainkan anak yaitu Gobak Sodor, permainan Gobak sodor mampu mengasah kemampuan kognitif anak, berfikir cara mengalihkan perhatian teman agar bisa berlari tanpa tersentuh, mengobservasi keadaan untuk mendapatkan jalan keluar agar lolos dan tidak tertangkap teman yang menjaga garis, dan mengatur strategi dengan teman lain agar tidak tertangkap. Kata kunci: Perkembangan Kognitif, Anak Usia Dini, Permainan Gobak Sodor
Pemanfaatan Media dan Sumber Belajar untuk Pengembangan Kognitif AUD Fitriani, Diah Veny
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.951

Abstract

The development of science and technology demands high-quality natural resources that are capable of facing various challenges. Therefore, education must always be taken into account and prioritized to produce quality individuals. Teachers, as one of the important components of successful learning, must be able to position themselves as figures who can ignite students' passion for learning. Teachers play a crucial role in the success of learning. They are not just instructors but also motivators and drivers of students' learning interest. An effective teacher should be able to ignite students' desire to learn. One way teachers can achieve this is by understanding the needs and interests of students. Teachers need to recognize the characteristics and potentials of each student so that they can adapt teaching methods and materials accordingly. Teachers also need to build positive emotional relationships with students so that students feel comfortable and motivated to learn. Additionally, teachers need to utilize various technologies and innovations in the learning process. The use of technology can help teachers present materials in a more engaging and interactive way, making students more interested and involved in learning. By leveraging technology, teachers can also bring relevant and up-to-date content into the learning environment. Moreover, teachers should serve as role models for students. They should have in-depth knowledge and continue to develop themselves in their field. Teachers with up-to-date knowledge will be able to inspire and motivate students to continue learning and self-development. In the face of rapid developments in science and technology, education must always be taken into account and prioritized. Teachers, as crucial components of successful learning, have a crucial role in igniting students' passion for learning. With quality education, it is expected to create human resources capable of facing various challenges in the era of scientific and technological advancements.
Kapasitas Guru Sebagai Fasilitator Dalam Membangun Pengetahuan Anak Usia Dini Reviani, Monika Fitria
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.957

Abstract

Early childhood knowledge has a very important role in their development and growth. The teacher has an important role as a facilitator in building early childhood knowledge. This study aims to conduct a literature review on the teacher's role in helping children acquire relevant knowledge. This study uses a qualitative approach involving an analysis of literature from various sources related to early childhood knowledge and the role of the teacher. The results of this literature review reveal several important aspects of the teacher's role as a facilitator in building children's knowledge. Teachers have the ability to facilitate a learning environment that supports children's knowledge. By providing hands-on experience, teachers can encourage children to observe, experiment, and solve problems, thereby enriching their knowledge. Teachers also play a role in designing and implementing a curriculum that fits the needs and interests of children. With a child-centred approach. Through effective communication, teachers can build emotional bonds with children in solving problems together, and learning from each other between children. The role of the teacher as a facilitator in building early childhood knowledge is very important. Through hands-on experience, child-centred teaching, and positive social interactions, teachers can assist children in acquiring relevant and meaningful knowledge. The results of this literature review provide a solid foundation for the development of effective early education practices and reinforce understanding of the teacher's key role in shaping early childhood knowledge.
Peran Guru Dalam Membangun Pengetahuan Anak UMMATIN, QOYYUMUL
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.959

Abstract

Abstrak Penulis membuat artikel ini bertujuan untuk mendiskripsikan tentang peran guru dalam membangun pengetahuan anak usia dini. Pengembangan pengetahuan anak dimasa usia dini merupakan peletak dasar sangat fundamental yang akan menjadi penentu bagi keberhasilan pendidikan anak di masa depan untuk menuju terwujudnya kualitas sumber daya manusia indonesia yang berdaya saing tinggi. Berdasarkan fakta bahwa anak usia dini proses perkembangan otak mencapai 80%, sehingga dibutuhkan adanya layanan pendidikan yang sesuai agar anak mampu tumbuh dan berkembang secara optimal, adanya stimulasi, bimbingan, pengasuhan dan kegiatan pengembangan pengetahuan dari guru. Begitu besar peran guru dalam membangun pengetahuan anak maka seorang guru harus memiliki empat kompetensi paripurna sebagai pendidik profesional. Dalam STTPA dijelaskan tentang acuan pencapaian pengembangan kemampuan pada anak usia dini, dengan demikian peran guru sangatlah penting, diantaranya : membimbing, mendidik, melatih, motivator, membina, aktor, evaluator, emansipator, pendorong kreativitas anak. Membangun pengetahuan dapat dilakukan melalui beberapa kegiatan, praktek langsung, cerita dan dongeng, tanya jawab, proyek, bermain peran dan sebagainya. Dengan adanya berbagai kegiatan yang menyenangkan diharapkan kemampuan pengetahuan anak semakin luas dan bertambah.
Penerapan Teori Pembelajaran Piaget dalam Kegiatan Belajar Mengajar NIRMALA, YETI
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.960

Abstract

ABSTRAK Proses kegiatan belajar dan mengajar merupakan proses domana seorang guru menyalurkan ilmunya kepada peserta didik yang dilakukan di dalam maupun di luar kelas. Kegiatan belajar dan mengajar juga merupakan kombinasi yang tersusun meliputi unsur manusiawi, material, fasilitas, perlengkapan, serta prosedur yang saling mempengaruhi dalam rangka mencapai tujuan dalam pembelajaran. Keterlibatan manusia dalam kegiatan belajar dan mengajar memiliki peran sebagai murid, guru, dan tenaga kependidikan. Material terdiri dari seluruh perlengkapan untuk menunjang proses belajar. Fasilitas dan perlengkapan meliputi fasilitas sarana dan prasarana sekolah. Prosedur meliputi jadwal dan metode penyampaian informasi, praktik, belajar, ujian, dan sebagainya. Model pembelajaran sesuai dengan teori Piaget yaitu anak belajar dan mengembangkan kemampuan berpikir secara teratur sesuai dengan tahapannya. Proses berpikir anak merupakan aktivitas gradual, secara bertahap sesuai dengan fungsi intelektual dari bentuk konkret menuju abstrak, oleh karena itu anak suka berimajinasi dan bereksplorasi sesuai dengan imajinasinya. Perkembangan kognitif merupakan proses yang sesuai dengan perkembangan anak usia dini. Pengetahuan anak didik dihasilkan murni dari individu, tidak sepenuhnya dari lingkungan saja. Proses belajar anak selain di dalam kelas juga banyak dari interaksi antara anak dengan lingkungan sosial dan lingkungan fisik. Model pembelajaran Piaget jika diterapkan dalam dunia pendidikan sangat sesuai, dengan belajar di sekolah anak bisa lebih banyak berinteraksi dengan lingkungan sekitar, dengan teman sebayanya yang berasal dari latar belakang yang berbeda. Anak banyak berinteraksi dengan lingkungan melalui program-progam yang di jadwalkan oleh lembaga pendidikan seperti saat kegiatan karya wisata, kunjungan ke tempat-tempat tertentu, kegiatan secara outdoor dan lain sebagainya. Kata kunci: Kegiatan Belajar Mengajar, Teori Piaget.
Improving Children's Cognitive Abilities with Playing Simple Math and Science Lestari, Wahyuni Puji
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.980

Abstract

Playing with math and science for children are not only interesting but also can increase creativity and increase cognitive skill. Playing math to childhood are introduce beginning basic math concept by interesting playing. In daily life, the childhood can introduce and study math very simple. Starting from look their finger than learn to count its. When the children share the cake with their friends, it’s also introduce math concept. In daily, the children are nearing from the world of mathematics, but almost of us, understanding math only about number, summary, reduction, multiplication, arithmetic, etc. even though many early mathematical concepts are close to the world of children. By introducing the basic concept of mathematics from an early age will be able to have life skills for their future, because almost of human life are related to mathematics concept. In addition to basic math concepts, early childhood also needs to know about the world of science. Playing science in early childhood is an effective learning to recognize the world around him with the five senses of them.
Use of Realia Media to Improve Children's Mathematics Learning Outcomes in Paud Permata Iman 1585, Listiani
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.984

Abstract

This research was conducted on Permata Iman PAUD children whose background was the low learning outcomes of children in mathematics.The purpose of this study was to improve children's mathematics learning outcomes with the help of realia media in the form of coloredpaper. This research was conducted using action research methods with 2 cycles. In cycle I, an average value of 66.20 was obtained.In cycle 1, only 13 people reached the KKM out of a total of 24 children. In the second cycle, an average value of 79.62 was obtained andall children achieved KKM scores and some even exceeded it. From these results it can be concluded that the use of realia media can improvethe mathematics learning outcomes of Permata Iman PAUD children. This can also be proven by showing the percentage of children's learningcompleteness results in cycle I of 54.16%, then increasing in cycle II to 100%.
Cognitive Development of 3-4 Year Old Children through Collage Activities at PAUD AN NADA Kedawung S P, Lia Jumiati
Journal of Childhood Education, Development and Parenting Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/bocil.v1i2.996

Abstract

The purpose of this study was to determine whether there is a cognitive relationship between children aged 4-3 years through collage activities at An Nada Kedawung Elementary School. The benefit of this research is that it can be used as a comparison material for other researchers who examine the relationship between cognitive development of children aged 3-4 years with collage activities. This study uses a type of correlational research with a quantitative approach. Paud An Nada Kedawung was chosen as the research location based on the purposive area technique. The subjects in this study were determined using the population technique, so that the research subjects were all children aged 3-4 years in Paud An Nada Kedawung, Blitar Regency, totaling 16 people. The method of data collection was through observation and documentation, analyzed using the correlation level formula assisted by using SPSS calculator. The calculation result is 0.609 with a percentage of 37.09%. The results of this study indicate that there is a relationship between the cognitive development of children aged 3-4 years and collage activities at An Nada Kedawung Elementary School, Blitar Regency

Page 2 of 6 | Total Record : 51

 1   2   3   4   5 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol 3 No 3 (2025): Vol. 3 No. 3 September 2025 Vol 3 No 2 (2025): Vol. 3 No. 2 Mei 2025 Vol 3 No 1 (2025): Vol. 3 No. 1 Januari 2025 Vol 2 No 3 (2024): Vol. 2 No. 3 September 2024 Vol 2 No 2 (2024): Vol. 2 No. 2 Mei 2024 Vol 2 No 1 (2024): Vol. 2 No. 1 Januari 2024 Vol 1 No 3 (2023): Vol. 1 No. 3 September 2023 Vol 1 No 2 (2023): Vol. 1 No. 2 Mei 2023 Vol 1 No 1 (2023): Vol. 1 No. 1 Januari 2023