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Ichigo : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Published by Universitas Ngudi Waluyo
ISSN : 30482755     EISSN : 30482763     DOI : 10.62951
Core Subject : Education,
Languange, Linguistic, Communication & Media
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang adalah jurnal yang diterbitkan oleh Prodi Sastra Jepang Universitas Ngudi Waluyo, Menyambut baik kiriman artikel yang memberikan wawasan tentang masalah terkini yang berhubungan dengan studi bahasa, sastra, pendidikan, dan budaya Jepang. Jurnal ini menyediakan tempat bagi para peneliti untuk berdiskusi dan berkolaborasi di bidang-bidang yang berkembang dalam studi ilmu Kejepangan. Artikel bisa ditulis dalam bahasa Inggris satau bahasa Indonesia dan Jurnal ini terbit 2 kali (Juni dan Desember).
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 26 Documents
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Karakteristik Anak Didik sebagai Dasar dalam Mendukung Proses Pendidikan Anak Usia Dini Marsya Cikita; Herlisna Kuku; Meriyani Anggowa; Tri Sela Lauding
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 1 No. 2 (2024): Desember : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v1i2.39

Abstract

Early Childhood Education (PAUD) is a crucial stage in shaping children's character and personality. This study aims to identify the characteristics of early childhood and analyze the role of teachers in supporting children's character development through an observational approach. The research method used is descriptive qualitative with direct observation techniques in one of the Kindergartens in Gorontalo City. The results of the observation show that early childhood has unique characteristics, such as spontaneity, high curiosity, and egocentric tendencies. However, challenges were also found in character development, such as lack of independence and unstable emotions. Teachers have a strategic role in overcoming these challenges through an individual approach, effective communication, and the creation of a conducive learning environment. The strategies implemented include providing examples of positive behavior, routine habits, and play activities that support children's character development. This study emphasizes the importance of a deep understanding of the characteristics of early childhood by educators to create an effective and enjoyable learning process, as well as to shape children's characters who are independent and emotionally stable.
Persepsi Anak Usia Dini terhadap Teman Sebaya Berkebutuhan Khusus di Lembaga PAUD Sekolah Sukma Nusa Bangsa Lala Anoez; Nur Rahmiyati Luawo; Sofia K. Djafar; Tira I. Talangani
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 1 No. 2 (2024): Desember : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v1i2.40

Abstract

This research aims to reveal the perception of early childhood towards peers with special needs in the inclusive PAUD institution. Early childhood perception is an important aspect in supporting the creation of a friendly, inclusive, and empathetic learning environment. The research method used is a descriptive qualitative approach with observation techniques and semi-structured interviews with children and teachers in inclusive PAUD institutions. The results showed that most early childhood children had a positive perception of peers with special needs, such as showing an attitude of accepting, helping, and playing together without discrimination. In addition, teachers have a significant role in shaping children's understanding through habituating positive behavior, instilling equality values, and providing concrete examples in daily interactions. A supportive learning environment, collaborative play activities, and warm communication between teachers and children also contribute to the development of empathy and tolerance. This research emphasizes the importance of an inclusive pedagogical approach to cultivate children's character from an early age, so that they grow up to be more sensitive, caring, and respectful individuals in social life.
Implikasi Ketiadaan Guru Pendamping terhadap Perkembangan Emosional Anak Usia Dini di PAUD Siti A Bidjuni; Nurainun Pandju; Sri A Onde; Wayan Indriani; Davina S Maladjai
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 1 No. 2 (2024): Desember : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v1i2.41

Abstract

Early Childhood Education (PAUD) is a crucial stage in children's cognitive, social, and emotional development. The role of accompanying teachers in the PAUD environment is very important to support an effective and conducive learning process. Accompanying teachers contribute to the planning, implementation, and evaluation of learning activities, as well as helping to manage heterogeneous classrooms. However, the limited number of accompanying teachers in some schools, with a ratio of 1 teacher to 15 children, can hinder the effectiveness of learning. This condition makes the main teacher face challenges in providing individual attention, especially to children who need additional support. This study highlights the positive impact of the presence of accompanying teachers on children's emotional stability, learning time efficiency, and more optimal learning outcomes. The presence of accompanying teachers also allows the implementation of structured play activities, more targeted social interaction, and continuous monitoring of children's development. Thus, the existence of accompanying teachers is a key factor in creating a learning environment that supports children's growth and development holistically, while improving the quality of educational services in early childhood education institutions.
Permainan Engklek dalam Menumbuhkan Karakter Kemandirian Anak Usia Dini Elsya Usman; Siti Fadila Rajulali; Jumra U. Lahmutu; Sri Yunangsi Thalib
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 1 No. 2 (2024): Desember : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v1i2.42

Abstract

The traditional game of engklek has significant educational value in supporting character development and independence in children. Amid the increasing use of digital devices that have the potential to disrupt children's social, emotional, and physical development, engklek presents a positive alternative that encourages motor activity while simultaneously learning moral values. Using a literature review approach, this article examines the role of engklek in instilling character values, such as honesty, discipline, responsibility, cooperation, and nationalism. These values ​​are reflected through the game's rules, interactions between players, and the decision-making process during the game. Furthermore, playing engklek encourages children to develop independence, creativity, problem-solving skills, and communication skills in a fun social context. This game also contributes to strengthening social relationships, developing self-control, and fostering sportsmanship from an early age. By integrating physical activity, social interaction, and learning cultural values, engklek serves as an effective tool in supporting character education based on local culture. The findings of this study confirm that preserving traditional games is not only crucial for cultural sustainability but also relevant as an adaptive and meaningful educational strategy in the digital era.
Analisis Permainan Tradisonal Tenggedi Bu’au Diera Digital Anak Usia Dini Asya Angraini Langindara; Adita Putri Rauf; Anisa Putri Rahim; Putri Desriyanti Ahmad
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 2 No. 1 (2025): Juni : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v2i1.43

Abstract

Tenggedi Bu’au, a traditional game originating from Gorontalo, represents an important element of the region’s cultural heritage, embodying values such as agility, sportsmanship, discipline, and emotional self-control. Despite its cultural significance, the popularity of Tenggedi Bu’au has declined in the digital era, as younger generations tend to prefer technology-based games that offer instant entertainment. This paper aims to analyze the current existence of Tenggedi Bu’au, its cultural meaning, and the challenges and opportunities for preserving it in a rapidly digitalized society. Through a literature-based analysis, the study highlights that Tenggedi Bu’au remains relevant as a medium for character education, cultural strengthening, and the development of social interaction skills. The game also holds potential to be revitalized through creative approaches, such as digital animation, interactive learning media, cultural festivals, and school-based educational programs. Furthermore, the study emphasizes that strategic collaboration among local communities, cultural practitioners, educational institutions, and government stakeholders is crucial to ensure the long-term sustainability of this traditional game. By integrating traditional values with modern innovation, Tenggedi Bu’au can continue to be appreciated by younger generations while maintaining its role as a symbol of Gorontalo’s cultural identity.
Peran Permainan Congklak dalam Mengembangkan Kemampuan Kognitif Anak Usia Dini Fauzia Polamolo; Nurulaeni Laide; Salsiyo Lamatupu; Nindi Astuti
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 2 No. 1 (2025): Juni : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v2i1.44

Abstract

Traditional games play a strategic role as learning media that can support the cognitive development of early childhood. This article comprehensively discusses how congklak can significantly contribute to improving children's thinking skills. Based on an analysis of cognitive development theory and the characteristics of congklak, this activity not only provides a fun playing experience but also develops various important skills, such as counting, strategy, patience, concentration, and analytical thinking. Furthermore, the interactions that occur during congklak games help improve children's social skills, cooperation, sportsmanship, and emotional control, all of which are closely related to the development of cognitive function. With the support and active involvement of parents and educators, congklak can be utilized as an effective, engaging, and easily applicable learning method in various non-formal and formal educational contexts. Therefore, congklak games are suitable as part of educational activities aimed at promoting optimal cognitive growth and development in children from an early age, while simultaneously preserving local cultural values.
Peran Guru dalam Menstimulasi Perkembangan Sosial Emosional Anak di TK Negeri Pembina Kecamatan Kota Timur Gorontalo Sri Cindi Patuti; Elvian Bakari; Deliyawati Hairi; Indri Handayani H. Dulusea
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 2 No. 1 (2025): Juni : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v2i1.45

Abstract

Social emotional development is the process of children learning to manage and express emotions, and interact with others in accordance with social norms and rules in the surrounding environment. This study aims to describe the social-emotional development of early childhood at TK Negeri Pembina Kota Timur, especially in the aspects of social interaction, emotional control, empathy, and independence. This study uses a quantitative descriptive observation method of 9 children aged 4-5 years in class A2, with a checklist observation instrument based on 10 indicators of social emotional development. The results showed that most children were in the “starting to develop” and “developing as expected” categories, especially in the indicators of playing with friends, sharing, expressing feelings, calming themselves, accepting defeat, showing attention, helping friends, and doing simple tasks. However, in the indicators of waiting for their turn and trying new things, children still need special assistance and stimulation. This finding confirms the importance of the role of families and teachers in providing discipline habituation and creating a supportive environment to support children's social emotional development. The implication of this study recommends that teachers and parents be more active in practicing patience, understanding the concept of queuing, and encouraging children's courage in exploring through an appreciative approach.
Pembentukan Karakter Anak Usia Dini Melalui Perkembangan Sosial Emosional di TK Dahlia Kecamatan Telaga Salsabila R Solang; Nayla Faradilla; Haryanti Huna; Sri Aginda Nambo
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 2 No. 1 (2025): Juni : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v2i1.46

Abstract

Early childhood social-emotional development is an important foundation in shaping children's readiness to face the world of education and social life. This study aims to describe the social-emotional development of children in Dahlia Kindergarten, Telaga District, which includes aspects of self-awareness, emotion management, pride, shame and guilt, empathy, sharing, cooperation, respect for others, independence, and discipline. The methods used in this study were observation, interviews, and child development checks. The study subjects amounted to 36 children consisting of 16 children of group A and 20 children of group B. The results showed that most of the children showed good social-emotional development, although there were 6 children who still had difficulties in managing emotions. The learning environment at Dahlia Kindergarten is considered quite supportive, with teachers and principals playing an active role in instilling social values through various fun and interactive learning activities. In addition, parental involvement through regular communication with the school also contributes to the consistency of the formation of children's social behavior at home. Overall, these results show that with proper stimulation and conducive environmental support, the child's social-emotional development can be optimally enhanced.
Analisis Perkembangan Sosial Emosional Anak Usia 5-6 Tahun di Kelompok B TK Al Hijrah Gorontalo Mia Nur Ara; Dea Prananda; Ravika Latedu; Iyutri Ladiku
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 2 No. 1 (2025): Juni : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v2i1.47

Abstract

This study aims to analyze the social and emotional development of early childhood in Group B at Al Hijrah Kindergarten, Gorontalo. Social and emotional development is a fundamental aspect of a child's growth and development because it influences their ability to interact, regulate emotions, build social relationships, and adapt to their environment. This study used a descriptive qualitative approach with observation and interview techniques involving children and teachers as the primary data sources. The results showed that most children in Group B had well-developed social skills, such as the ability to cooperate, share, show empathy, and communicate with peers. However, some children still faced challenges in managing their emotions, including difficulty expressing feelings appropriately and controlling behavior when facing situations that trigger conflict. These findings emphasize the crucial role of teachers in providing consistent stimulation through responsive learning approaches, structured play activities, and a supportive learning environment. This study recommends strengthening social and emotional stimulation strategies through interactive activities, cooperative play, and effective communication to optimize and enhance children's holistic development.
Bahasa Kopi di Instagram: Kajian Sosiolinguistik Register melalui Hashtag Yulia Tutik Nurfia; Suyanti Suyanti
ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang Vol. 2 No. 2 (2025): Desember : ICHIGO : Jurnal Bahasa, Sastra, Pendidikan, dan Budaya Jepang
Publisher : Prodi Sastra Jepang Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ichigo.v2i2.49

Abstract

This study examines the phenomenon of coffee language on Instagram, focusing on the linguistic registers that emerge through the use of hashtags. Using a sociolinguistic perspective, this research explores how coffee-related language functions as a means of constructing social identity, negotiating community membership, and expressing self-representation among Instagram users. The study employs a descriptive qualitative approach, with data collected through content analysis of Instagram posts related to coffee culture, particularly those utilizing popular coffee-themed hashtags.The findings reveal that hashtags serve not only as tools for categorizing content but also as markers of register that communicate cultural values, taste preferences, lifestyle orientations, and the social identities of coffee enthusiasts. Hashtags strengthen community solidarity, facilitate interaction among members, and create a discursive space where users can craft and maintain their digital personas. Moreover, the results indicate that coffee language on Instagram operates as a dynamic cultural communication practice, in which users employ technical terms, sensory metaphors, and specific linguistic variations to signal expertise, community closeness, or aesthetic expression.This study contributes significantly to a deeper understanding of digital language dynamics, register practices, and cultural identity formation on social media, particularly within the growing global coffee community.

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