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Jurnal Pendidikan Bahasa dan Anak Usia Dini
Published by Asosiasi Periset Bahasa Sastra Indonesia
ISSN : 30906059     EISSN : 30905370     DOI : 10.61132
Core Subject :
Jurnal Pendidikan Bahasa dan Anak Usia Dini, adalah jurnal yang diterbitkan oleh Asosiasi Periset Bahasa Sastra Indonesia, Jurnal ini mengulas berbagai strategi dan metode dalam mengajarkan bahasa kepada anak usia dini, dengan fokus pada bagaimana proses belajar mereka dapat ditingkatkan secara efektif. Selain itu, jurnal ini juga mengeksplorasi peran penting pendidik dalam membentuk kemampuan komunikasi bahasa pada anak-anak usia dini, serta implikasi psikologis dan sosialnya. Dengan mengintegrasikan teori-teori terkini dalam psikologi perkembangan dan pendidikan, jurnal ini memberikan wawasan mendalam bagi para pendidik dan praktisi yang tertarik dalam meningkatkan pendidikan bahasa pada anak usia dini. Jurnal ini terbit 1 tahun 6 kali (Januari, Maret, Mei, Juli dan September, November).
Arjuna Subject : -
Articles 50 Documents
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Hubungan Pendekatan Social Emotional Learning (SEL) dengan Karakter Disiplin pada Kelas 3 di SDN 8 Telaga Biru Salsabila R. Solang; Winda Lalu; Nayla Faradilla; Nabila Nabila; Iyutri Ladiku; Lila Anggraini Ponongoa
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.271

Abstract

This study aimed to examine the implementation of the Social Emotional Learning (SEL) approach in developing disciplined and polite character among third-grade students at SDN 8 Telaga Biru. The research used a quantitative method with a correlational approach. The variables in this study consisted of the SEL approach as the independent variable (X) and student’ disciplined and polite character as the dependent variable (Y). Data were collected through observation, questionnaires, and documentation. The collected data were analyzed using descriptive statistics and the Pearson Product-Moment correlation test.The results showed that the implementation of the SEL approach at SDN 8 Telaga Biru was categorized as good, with a percentage of 72.00%. The disciplined and polite character of students was also categorized as good, with a percentage of 80.00%. The correlation test result obtained a coefficient value of r = 0.40, indicating a moderate positive relationship between the SEL approach and students’ character development. The learning environment plays a critical supporting role in this relationship, as a safe, inclusive, and emotionally supportive classroom setting amplifies the effectiveness of SEL implementation.Therefore, it can be concluded that the SEL approach positively correlates with the formation of disciplined and polite character in elementary school students. A well-structured and conducive learning environment is essential to optimize the outcomes of SEL-based character education.
Strategi Guru Dalam Mengatasi Keterbatasan Media Pembelajaran Anak Usia Dini di Paud Nyiur Hijau Suwawa Selatan Zahwa Fitria Yusuf; Ravika Latedu; Haryanti Huna; Miranti Labdulah; Indri Handayani Dulusea
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.273

Abstract

This study was conducted to determine teachers’ strategies in overcoming the limitations of learning media for early childhood education at PAUD Nyiur Hijau Suwawa Selatan and to identify the relationship between teachers’ strategies and the effectiveness of early childhood learning. The research was carried out directly at the research location using data collection techniques in the form of observation, interviews, and documentation. The research subjects consisted of the principal and teachers at PAUD Nyiur Hijau Suwawa Selatan. The results showed that teachers’ strategies in overcoming the limitations of learning media were in the fairly good category with a percentage of 60.0%. Meanwhile, the effectiveness of early childhood learning was in the fairly effective category with a percentage of 57.5%. The correlation analysis using the Pearson Product Moment formula obtained a value of 0.53, indicating a positive relationship with a moderate level between teachers’ strategies in overcoming the limitations of learning media and the effectiveness of early childhood learning. Based on these findings, it can be concluded that teachers’ strategies play an important role in supporting the early childhood learning process. Teachers were able to utilize simple media such as natural materials, used goods, and the surrounding environment as alternative learning media so that the learning process could continue effectively even though the available learning media were limited.
Hubungan Metode Pembelajaran Guru Dengan Konsentrasi Belajar Siswa Kelas 2 di SDN 10 Dungaliyo Mukmin Kadoli Umar; Nur Indah DG. Mareto; Reynilda Reynilda; Nurlina A. Manrapi; Adelia Olii
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.274

Abstract

This study aims to identify the relationship between teachers’ teaching strategies and students’ learning focus in the second grade at SDN 10 Dungaliyo. A quantitative correlational approach was employed to examine the relationship between teacher teaching strategies (X) and student learning focus (Y). The population consisted of 18 second-grade students, with a sample of 6 students selected through purposive sampling. Data were collected using a five-point Likert scale questionnaire and observations. Data analysis was conducted using the Pearson Product-Moment correlation test. The findings showed that teachers’ teaching strategies obtained an actual score of 268 out of 300 (89.3%), categorized as very high. Students’ learning focus achieved an actual score of 260 out of 300 (86.7%), also categorized as very high. The correlation analysis produced a coefficient of r = 0.71, indicating a strong positive relationship between teachers’ teaching strategies and students’ learning focus. These findings suggest that better teaching strategies contribute to higher student learning focus. Therefore, teachers should continue developing innovative and varied teaching strategies that match students’ characteristics to improve learning quality and sustain students’ concentration.  
Pengaruh Penggunaan Media Activity Picture Cards terhadap Kemampuan Konsep Waktu pada Anak Usia 2-3 Tahun di TK Damhil Indriyati T Husain; Icam Sutisna; Fiola Indah Putri Pratama
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.276

Abstract

This study aims to determine the effect of using "Activity Picture Cards" on the time-concept skills of children aged 2–3 years at Damhil Kindergarten. The study employs a quantitative approach using a quasi-experimental method with a one-group pretest-posttest design. The subjects consisted of 24 children aged 2–3 years at Damhil Kindergarten. Data were collected through observation, performance tests, and documentation. Data analysis included instrument validity testing using Aiken's V, inter-rater reliability testing using Cohen's Kappa, descriptive statistical analysis using the mean, and hypothesis testing using the Wilcoxon Signed-Rank Test. The study is expected to demonstrate that the use of "Activity Picture Cards" can enhance the time-concept skills of children aged 2–3 years, particularly regarding the recognition of activity sequences and the understanding of morning, midday, and night. The novelty of this research lies in the use of "Activity Picture Cards" designed to align with the developmental characteristics of 2–3-year-olds as a learning medium that is concrete, engaging, and easy to understand.
Penerapan Permainan Pencocokan Warna Menggunakan Media Stik untuk Mengembangkan Motorik Halus Anak dengan Hambatan Pendengaran Anggriani Biya; Rahma Amelia Mudiran; Tri Padrila Matulu; Pupung Puspa Ardini; Sri Depi Mustapa; Liyanti Abdul Rahman; Lisna Oktafia
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.277

Abstract

Children with hearing impairment tend to rely on visual information during the learning process; therefore, they require concrete, attractive, and accessible learning media. This study aims to describe the implementation of a color-matching game using stick media to develop the fine motor skills of children with hearing impairment. This research employed a descriptive qualitative approach. Data were collected through observation, documentation, and developmental notes during the learning activities. The activity was carried out by introducing basic colors, demonstrating how to match colors, and guiding children to pick up, hold, move, and place colored sticks according to the provided color patterns. The findings indicate that the color-matching game using stick media supported children’s fine motor development, particularly in hand-eye coordination, finger movement accuracy, grasping skills, movement concentration, and independence in completing tasks. The children appeared more active, enthusiastic, and able to follow visual instructions during the learning process. The colorful stick media provided a concrete and enjoyable learning experience that was appropriate for the learning characteristics of children with hearing impairment. Therefore, the color-matching game using stick media can be used as an alternative learning medium to develop fine motor skills in early childhood learners with hearing impairment.
Penerapan Permainan Tebak Gerakan Seru bagi Anak Usia Dini dengan Hambatan Pendengaran Anisa K. Aini; Lisdwanti Lisdwanti; Itriani Daeng Tjenu; Pupung Puspa Ardini; Fitriana A. Salila; Nur Fajrina Kilapong; Tirsa Tangia
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.278

Abstract

arly childhood learners with hearing impairment have limitations in receiving verbal information; therefore, they need learning activities that emphasize visual aspects, movement, and direct interaction. This study aims to describe the implementation of the Fun Motion Guessing game for early childhood learners with hearing impairment. This research used a descriptive qualitative approach. Data were collected through observation, documentation, and field notes during the game activity. The game was conducted using picture cards containing simple activities, and children were asked to demonstrate movements based on the pictures without using verbal communication. Other children were guided to guess the demonstrated movements through visual observation. The findings show that the Fun Motion Guessing game helped children become more active in learning, understand visual instructions, express themselves through body movements and facial expressions, and interact with peers. This activity also encouraged children’s courage, concentration, cooperation, and self-confidence during the learning process. Therefore, the Fun Motion Guessing game can be used as an alternative enjoyable learning activity that is appropriate for the characteristics of early childhood learners with hearing impairment.
Penerapan Media Kertas Kokoru untuk Meninggkatkan Motorik Halus Anak Usia Dini Mufidah Putri Amana; Verawati Usman; Nazwa Muhamad; Pupung Puspa Ardini; Mutmaina Djafar; Apriliandi Koungo; Nazwa Varawansa Latif
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.279

Abstract

Fine motor skills are one of the essential aspects of early childhood development, involving the ability to use small muscles, particularly in hand–eye coordination. However, some children still experience difficulties in activities such as cutting, pasting, and arranging shapes due to the limited availability of engaging and varied learning media. This study aims to describe the implementation of kokoru paper as a learning medium to improve children's fine motor skills through letter-matching activities and arranging paper pieces around a sun-shaped pattern. This study employed a descriptive qualitative approach involving children aged 4–5 years as the research subjects. Data were collected through observation, interviews, and documentation. The findings indicate that the use of kokoru paper effectively enhances children's fine motor skills, particularly in cutting, pasting, arranging shapes, and improving hand–eye coordination. In addition, children were more active, focused, and enthusiastic throughout the learning activities. Besides improving fine motor skills, the activities also helped children recognize letters and develop their creativity. Therefore, kokoru paper can serve as an effective and enjoyable alternative learning medium for enhancing fine motor skills in early childhood.
Penerapan Media Pembelajaran untuk Meningkatkan Kemampuan Kognitif Anak Usia Dini Salsabila Hasan; Oktavia Nusi; Susana Daito; Pupung Puspa Ardini; Gustin Lihawa; Astria Maili; Amelia Kadir
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.280

Abstract

The ability to recognize colors is one of the cognitive development aspects that should be stimulated from an early age. Color recognition helps children develop the ability to classify objects, think logically, improve memory, and better understand their surrounding environment. One strategy that can be used to stimulate this ability is through educational games that are engaging and appropriate for children's developmental characteristics. The "Fruit & Color Matching Adventure" game is an educational learning medium designed to help children recognize colors by matching pictures of fruits with their corresponding colors. This study aims to analyze the effectiveness of this educational game as a learning medium in supporting the cognitive development of early childhood. The method employed is a literature review, which analyzes various previous studies related to color recognition, interactive learning media, and early childhood cognitive development. The findings indicate that color-matching games can improve children's classification skills, visual discrimination, attention, concentration, and logical thinking abilities. Learning media that utilize concrete images, such as fruits, also help children understand color concepts more meaningfully. Therefore, the "Fruit & Color Matching Adventure" game has the potential to serve as an effective learning medium for enhancing the cognitive development of early childhood.
Deskripsi Penerapan Permainan Susun Warna Ceria untuk Menstimulasi Motorik Halus Anak Usia Dini Sri Deyanti Paluwala; Fitriani Maun; Nabila Rahdani Mandjurungi; Pupung Puspa Ardini; Nadia Luawo; Salma Rahman; Siti Maryam Pomalo
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 3 (2026): Mei: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i3.281

Abstract

Fine motor skills are an essential aspect of early childhood development, as they involve the ability to use small muscles, particularly those of the fingers and wrists. These skills are required for various activities, such as grasping, transferring objects, arranging items, drawing, and writing. This study aims to describe the "Cheerful Color Stacking" game as a medium for stimulating fine motor skills in early childhood. This study employed a descriptive qualitative approach. Data were collected through observation, documentation, and field notes during the implementation of the game. The "Cheerful Color Stacking" game involved children arranging colored blocks or objects according to examples, patterns, or simple instructions provided by the teacher. The findings indicate that this game effectively stimulates children's fine motor skills, particularly in grasping objects, transferring items, coordinating hand and eye movements, arranging objects accurately, and maintaining concentration throughout the activity. The children appeared more active, enthusiastic, and engaged in the learning process because the materials used were colorful, concrete, and easy to manipulate. Therefore, the "Cheerful Color Stacking" game can serve as an enjoyable alternative play activity for stimulating fine motor skills in early childhood.
Aktivitas Finger Painting untuk Meningkatkan Kemampuan Konsentrasi Anak ADHD (Attention Deficit Hyperactivity Disorder) Novi Cynthia Yusnita; Afdhalina Afdhalina
Jurnal Pendidikan Bahasa dan Anak Usia Dini Vol. 2 No. 4 (2026): Juli: Jurnal Pendidikan Bahasa dan Anak Usia Dini
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenbaud.v2i4.282

Abstract

Children with Attention Deficit Hyperactivity Disorder (ADHD) generally experience difficulties in focusing their attention, maintaining concentration, and following instructions during the learning process. As this condition can impact both academic and social development, there is a need for engaging instructional strategies tailored to their specific characteristics. This study aims to describe the implementation of finger-painting activities and illustrate their role in enhancing the concentration skills of children with ADHD. A qualitative, descriptive research approach was employed. The study subjects comprising a child with ADHD, a classroom teacher, and the child's parent were selected using purposive sampling. Data were collected through observation, semi-structured interviews, and documentation. The findings indicate that finger painting activities can increase attention span and student engagement in learning tasks, while also helping to reduce distractible behavior. Furthermore, the activity provides enjoyable sensory stimulation, making it easier to guide the child to remain focused.

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