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Reading Children's Drawings Through Analysis of Three Metafunctions Moerdisuroso, Indro
Jurnal Pendidikan Usia Dini Vol 16 No 1 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 1 April 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

For researchers, early childhood educators, and art educators, the contribution of this article is to expand meaning in drawing activities. Perspective in reading pictures using visual culture theory, especially visual grammar. This study aims to share knowledge and experiences in reading early childhood pictures from different perspectives. This research method uses a qualitative descriptive approach through visual material data collection techniques and analysis of three metafunctions. The objects of research are three pictures of children aged 7-8 years, namely the works of winners of the I-III children's painting competition held by PP-IPTEK TMII in 2018. Aspects of the representation structure, interaction system, and composition of each image are analyzed. The research findings conclude that the ideational function of the three images shows a narrative structure of representation and raises the discourse of resistance to the actual situation. The interpersonal function of the three images places the image maker in the real world and as an object of display impersonally. The textual functions of the three images position social life on other planets as a reflection of hope for real social life.Keywords: children's drawings, visual culture, visual system, three metafunctions References: Butler, S., Gross, J., & Hayne, H. (1995). The Effect of Drawing on Memory Performance in Young Children. Developmental Psychology, 12. https://doi.org/10.1037/0012-1649.31.4.597 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. de Lautour, N. (2020). The Visual Arts and Children’s Thinking and Theorising in Early Childhood. Www.Elp.Co. Nz/Articles, 13. Driessnack, M., & Furukawa, R. (2012). Arts-based data collection techniques used in child research. Journal for Specialists in Pediatric Nursing, 17(1), 3–9. https://doi.org/10.1111/j.1744-6155.2011.00304.x Elliot W, E., & D. Day, M. (2004). Handbook of Research and Policy in Art Education (1st Edition). Routledge. Everts, H., & Withers, R. (2006). A Practitioner Survey of Interactive Drawing Therapy as Used in New Zealand. 16. Freedman, K. J., & Stuhr, P. L. (2004). Curriculum Change for the 21st Century: Visual Culture in Art Education. Funch, B. S. (1996). The aesthetic experience as a transcendent phenomenon. Nordisk Psykologi, 48(4), 266–278. https://doi.org/10.1080/00291463.1996.11863884 Gernhardt, A., Rübeling, H., & Keller, H. (2013). “This Is My Family”: Differences in Children’s Family Drawings Across Cultures. Journal of Cross-Cultural Psychology, 44(7), 1166–1183. https://doi.org/10.1177/0022022113478658 Hirsh-Pasek, K., Zosh, J. M., Golinkoff, R. M., Gray, J. H., Robb, M. B., & Kaufman, J. (2015). Putting Education in “Educational” Apps: Lessons from the Science of Learning. Psychological Science in the Public Interest, 16(1), 3–34. https://doi.org/10.1177/1529100615569721 Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0 Jolley, R. P. (2009). Children and Pictures: Drawing and Understanding. Wiley. https://books.google.co.id/books?id=QpGS9s9zqMoC Kellogg, R. (1973). Misunderstanding Children’s Art. Art Education, 26(6), 7–9. https://doi.org/10.1080/00043125.1973.11652137 Knight, L. (2008). Communication and Transformation through Collaboration: Rethinking Drawing Activities in Early Childhood. Contemporary Issues in Early Childhood, 9(4), 306–316. https://doi.org/10.2304/ciec.2008.9.4.306 Kress, G. R., van Leeuwen, T., & Van Leeuwen, D. H. S. S. T. (1996). Reading Images: The Grammar of Visual Design. Routledge. https://books.google.co.id/books?id=vh07i06q-9AC Kucirkova, N. (2017). IRPD—A framework for guiding design-based research for iPad apps. British Journal of Educational Technology, 48(2), 598–610. https://doi.org/10.1111/bjet.12389 Lowenfeld, V. (1949). Creative and Mental Growth. Macmillan. https://books.google.co.id/books?id=x7tRAQAAMAAJ Mamur, N. (2012). The Effect of Modern Visual Culture on Children’s Drawings. Procedia - Social and Behavioral Sciences, 47, 277–283. https://doi.org/10.1016/j.sbspro.2012.06.651 Moerdisuroso, I. (2017). Social Semiotics and Visual Grammar: A Contemporary Approach to Visual Text Research. International Journal of Creative and Arts Studies, 1(1), 80. https://doi.org/10.24821/ijcas.v1i1.1574 Nielsen, A. M. (2012). Forskeres arbejde med oplevelser af børns tegninger som forskningsmetode [The researcher’s work with children’s experiences of drawing as a research method]. Psyke & Logos. Papadakis, S., & Kalogianakis, M. (2020). A Research Synthesis of the Real Value of Self-Proclaimed Mobile Educational Applications for Young Children. In Mobile Learning Applications in Early Childhood Education (pp. 1–19). IGI Global. https://doi.org/10.4018/978-1-7998-1486-3.ch001 Quaglia, R., Longobardi, C., Iotti, N. O., & Prino, L. E. (2015). A new theory on children’s drawings: Analyzing the role of emotion and movement in graphical development. Infant Behavior and Development, 39, 81–91. https://doi.org/10.1016/j.infbeh.2015.02.009 Santrock, J. W. (2011). Educational Psychology. McGraw-Hill Medical Publishing. https://books.google.co.id/books?id=M8S4kgEACAAJ Vygotski, L. S. (2004). Imagination and Creativity in Childhood. Journal of Russian & East European Psychology, 42(1), 7–97. https://doi.org/10.1080/10610405.2004.11059210

Enhancing Children's Vocabulary Mastery Through Storytelling Moon Hidayati Otoluwa; Rasuna Rasid Talib; Rosalin Tanaiyo; Herlina Usman
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Significant language development differences occur in preschoolers, resolving these differences is a key objective of preschool education because young children's language abilities at the start of school, particularly their vocabulary abilities, are a strong predictor of later academic ability. Storytelling is one of the methods used to teach English, it makes the learning environment more interesting, energetic, and conversational. This study aims to examine storytelling in increasing children's vocabulary. The research method is a case study that uses observation, interviews, and documentation as data collection tools. The participants are an English teacher and seven children aged 4-5 years. Although, many early childhoods English teachers state that one of the weaknesses of children in learning English is a lack of vocabulary mastery because it can hamper the learning process. The findings show that storytelling is effective in increasing children's vocabulary. Vocabulary is the foundation for improving children's ability to speak English, both orally and in writing. Second language vocabulary is important to learn and develop for the quality of early childhood learners in language education. Keywords: early childhood, vocabulary, storytelling References: Agosto, D. E. (2016). Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling. Children and Libraries, 14(2), 21. https://doi.org/10.5860/cal.14n2.21 Chubb, J., Missaoui, S., Concannon, S., Maloney, L., & Walker, J. A. (2022). Interactive Storytelling for Children: A Case-Study of Design and Development Considerations for Ethical Conversational AI. Int. J. Child-Comp. Interact., 32(C). https://doi.org/10.1016/j.ijcci.2021.100403 Dewi, E. N. F., Hasanah, N., & Nurul, M. F. (2022). Enhancing Students’ Vocabulary Through Story Telling. EDULEC JOURNAL: Education, Language, and Culture. Egan, K. (1989). Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School. University of Chicago Press. https://books.google.com.mt/books?id=zNdLGAPzQT8C Ekawati, A. D. (2022). The Implementation of Total Physical Response (TPR) to Improve Student’s English Vocabulary During Pandemic. English Journal, 16(1). Fadli, M. R. (2021). Understand the design of qualitative research methods. humanics, [Memahami desain metode penelitian kualitatif]. Humanika, 21(1). Isik, M. A. (2016). The Impact of Storytelling on Young Ages. European Journal of Language and Literature Studies Articles, 2, 3. Kaur, A., Young, D., & Kirkpatrick, R. (2016). English Education Policy in Thailand: Why the Poor Results? In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (Vol. 11, pp. 345–361). Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0_16 Khudhair, N. K., & Alnoori, B. S. M. (2017). Investigating EFL Preparatory School Teachers’ Perceptions Toward Using Storytelling Technique. Route Educational and Social Science Journal, 4(6). Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development, 11(2), Pages 845-860. https://doi.org/10.6007/IJARPED/v11-i2/13266 Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485 McKay, P., & Guse, J. (2007). Five-Minute Activities for Young Learners. Cambridge University Press. https://books.google.co.id/books?id=BWKXLgrSv6gC Mufida, A., & Abidin, M. R. (2021). Designing a Board Game as a Media for Learning English for Children Aged 6-10 Years [Perancangan Board Game Sebagai Media Pembelajaran Bahasa Inggris Anak Usia 6-10 Tahun]. Jurnal Barik, 2(3). https://ejournal.unesa.ac.id/index.php/JDKV/ Noom-ura, S. (2013). English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 6(11), p139. https://doi.org/10.5539/elt.v6n11p139 Pertiwi, A. B., Rahmawati, A., & Hafidah, R. (2021). English Vocabulary Learning Methods in Early Childhood [Metode Pembelajaran Kosakata Bahasa Inggris Pada Anak Usia Dini]. Kumara Cendekia, 9(2), 95. https://doi.org/10.20961/kc.v9i2.49037 Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x Stargatt, J., Bhar, S., Bhowmik, J., & Al Mahmud, A. (2022). Digital Storytelling for Health-Related Outcomes in Older Adults: Systematic Review. J Med Internet Res, 24(1), e28113. https://doi.org/10.2196/28113 Sunyakul, N., & Teo, A. (2020). Primary School English Teachers’ Application of Knowledge/Skills from Boot Camp to Their Classroom Teaching Practices and Factors Hindering Their Application. 13(1). Tarigan, H. G. (1986). Menulis sebagai suatu keterampilan berbahasa. Angkasa. https://books.google.co.id/books?id=XXoBtwAACAAJ Thornbury, S. (2002). How to teach vocabulary. Pearson educational. https://books.google.co.id/books?id=5qLkoAEACAAJ Udaya, M. (2022). Using Semantic Maps as A Teaching Strategy for Vocabulary Development. European Journal of English Language Teaching, 6(5). https://doi.org/10.46827/ejel.v6i5.4095 Zu, Y., Cheng, Z., Sun, Q., & Zhao, H. (2021). On the Problems and Countermeasures in English Vocabulary Teaching in Junior Middle Schools. 568.

The Effectiveness of Toilet Training on Children's Independence Through Demonstration Methods Andi Agusniatih; Nurhayati; I Putu Suwika
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Toilet training is one way to train children's independence in clean and healthy living behaviour as a provision for children's life skills in entering the next education level. The research problem is that the child's independence has not yet developed, which is marked by the child not yet being independent in defecating and urinating. The research aims to train children's independence in defecation and urination through demonstration methods and find out whether toilet training activities through demonstration methods can affect children's independence. The research subjects were 50 children. A research approach is quantitative with experimental methods. The data collection technique used pre and post-tests for children's independence with the child's toilet training ability as a measuring tool. The results of data collection were processed by statistical testing the Non-Parametric Wilcoxon Signed Ranks Test. The study found a contrast in toilet training ability before and after being treated with a demonstration technique which has a value of 0.05 with a P value <0.005. The research results conclude that the toilet training demonstration method was effective in increasing children's independence in Kindergarten, Donggala Regency, Central Sulawesi. Keywords: early childhood, toilet training, independence skills References: Baird, D. C., Bybel, M., & Kowalski, A. W. (2019). Toilet Training: Common Questions and Answers. 100(8). Campbell, D. T., & Stanley, J. C. (2015). Experimental and Quasi-Experimental Designs for Research. Ravenio Books. https://books.google.co.id/books?id=KCTrCgAAQBAJ Cerino, A. (2021). The importance of recognising and promoting independence in young children: The role of the environment and the Danish Forest school approach. Education 3-13, 1–10. https://doi.org/10.1080/03004279.2021.2000468 Choby, B. A., & George, S. (2005). Toilet training. American Family Physician, 78 9, 1059–1064. DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394–415. https://doi.org/10.1080/0969594X.2020.1719033 Devries, M. W., & DeVries, M. R. (1977). Cultural relativity of toilet training readiness: A perspective from East Africa. Pediatrics, 60 2, 170–177. Febrianti, A. (2021). Demographic Characteristics of Mothers with Toilet Training Ability in Children. Jurnal Kesehatan Abdurrahman, 10(1), 48–57. https://doi.org/10.55045/jkab.v10i1.122 Hildebrand, V. (1988). Young Children’s Self‐care and Independence Tasks: Applying Self‐Efficacy Theory. Early Child Development and Care, 30(1–4), 199–201. https://doi.org/10.1080/0300443880300116 Hooman, N., Safaii, A., Valavi, E., & Amini-Alavijeh, Z. (2013). Toilet Training in Iranian Children: A Cross-Sectional Study. Iranian Journal of Pediatrics, 23, 154–158. Khoiruzzadi, M., & Fajriyah, N. (2019). Learning Toilet Training in Training Children’s Independence. JECED: Journal of Early Childhood Education and Development, 1(2), 142–154. https://doi.org/10.15642/jeced.v1i2.481 Kiddoo, D. A. (2012). Toilet training children: When to start and how to train. Canadian Medical Association Journal, 184(5), 511. https://doi.org/10.1503/cmaj.110830 Kiftiyah, K., Wardani, R. A., & Rosyidah, N. N. (2018). The Effect of Demonstration Methods About Toilet Training on Improving Toilet Train-ing Learning In Children Aged 3 Years In Paud I Sooko Village, Sooko District, Mojokerto Regency. Nurse and Health: Jurnal Keperawatan, 7(1), 71–79. https://doi.org/10.36720/nhjk.v7i1.35 Klassen, T. P., Kiddoo, D. A., Lang, M. E., Friesen, C., Russell, K., Spooner, C. H., & Vandermeer, B. (2006). The effectiveness of different methods of toilet training for bowel and bladder control. Evidence Report/Technology Assessment, 147, 1–57. Meilisa, A. N., Hasanah, O., & Amir, Y. (2022). Relationship between Toilet Training Initiation Age and Factors Affecting Toilet Training to Toilet Training Achievements. Indonesian Health Scientific Journal, 7(1). Mota, D. M., & Barros, A. J. D. (2008). Toilet training: Methods, parental expectations and associated dysfunctions. Jornal de Pediatria, 84(1), 9–17. https://doi.org/10.2223/JPED.1752 Ngatemi, Purnama, T., & Kasihani, N. N. (2021). Independence of Brushing Teeth to Free-Plaque Score in Preschool Children: A Cross Sectional Study. Indian Journal of Forensic Medicine & Toxicology. https://doi.org/10.37506/ijfmt.v15i3.15875 Polaha, J., Warzak, W. J., & Dittmer-Mcmahon, K. (2002). Toilet training in primary care: Current practice and recommendations from behavioral pediatrics. J Dev Behav Pediatr, 23(6), 424–429. PubMed. https://doi.org/10.1097/00004703-200212000-00005 Rahayu, S. F. (2022). Relationship Pattern of Working Parents To The Independence Of Toilet Training Pre School Children (Literature Study). Healthy-Mu Journal, 4(2), 82–87. https://doi.org/10.35747/hmj.v4i2.27 Schum, T. R., Kolb, T. M., McAuliffe, T. L., Simms, M. D., Underhill, R. L., & Lewis, M. (2002). Sequential acquisition of toilet-training skills: A descriptive study of gender and age differences in normal children. Pediatrics, 109 3, E48. Smeets, P. M., Lancioni, G. E., Ball, T. S., & Oltva, D. S. (1985). Shaping Self-Initiated Toileting in Infants. Journal of Applied Behavior Analysis, 18(4), 303–308. https://doi.org/10.1901/jaba.1985.18-303 Sun, M., & Rugolotto, S. (2004). Assisted Infant Toilet Training in a Western Family Setting. Journal of Developmental & Behavioral Pediatrics, 25(2). https://journals.lww.com/jrnldbp/Fulltext/2004/04000/Assisted_Infant_Toilet_Training_in_a_Western.4.aspx Tarhan, H., Çakmak, Ö., Akarken, I., Ekin, R. G., Ün, S., Uzelli, D., Helvaci, M., Aksu, N., Yavaşcan, Ö., Özsan, F. M., Cun, S., Koç, F., Özkarakaş, Ö., Ilbey, Y. O., & Zorlu, F. (2015). Toilet training age and influencing factors: A multicenter study. The Turkish Journal of Pediatrics, 57 2, 172–176. Vermandel, A., Van Kampen, M., Van Gorp, C., & Wyndaele, J.-J. (2008). How to toilet train healthy children? A review of the literature. Neurourology and Urodynamics, 27(3), 162–166. https://doi.org/10.1002/nau.20490 Yanti, A. F. (2021). The Role of Parents in Discipling Toilet Training for Early Children (Case Study of Chil-dren Aged 2-4 Years in Bakal Dalam Village, Talo Kecil District, Seluma Regency). Al Fitrah: Journal of Early Childhood Islamic Education.

Stunting in Indonesian Children and Its Contributing Factors: Study through Bibliometric Analysis Bahrun; Wildan
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Children's stunting is a problem because it is associated with an increased risk of pain and death, suboptimal brain development resulting in late motor development, and inhibition of mental growth. This study aims to examine the factors that influence the occurrence of stunting and risk in children in Indonesia. The research method used is a traditional review. The results of the review found that many factors cause the high incidence of stunting in toddlers, including energy intake, birth weight, maternal knowledge level, family economic status, parental parenting, and food security. WHO estimates the prevalence of stunting worldwide at 22 percent or as many as 149.2 million in 2020. According to the Indonesian Nutritional Status Study (SSGI) results of the Ministry of Health, the prevalence of stunting in children under five in Indonesia reached 24.4% in 2021. The prevalence of stunting of toddlers in Indonesia continues to show a decline. In 2018 the prevalence of stunting toddlers was still 30.8%. Then, it dropped to 27.7 in 2019 and continued to fall to 24.4% in SSGI 2024. The government even targets to drop to 14% by the end of 2024. Furthermore, WHO also recommends reducing stunting by 3.9% per year to meet the target of 40% stunting reduction by 2025. Keywords: Indonesian children; stunting data; causes of stunting; the prevalence of stunting References: Aguayo, V. M., & Menon, P. (2016). Stop stunting: Improving child feeding, women’s nutrition and household sanitation in South Asia. Maternal and Child Nutrition, 12, 3–11. https://doi.org/10.1111/mcn.12283 Chaparro, C. (2017). FANTA-Guatemala-ENSMI-Report_March 2012. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage. da Silva, I. C. M., França, G. V., Barros, A. J. D., Amouzou, A., Krasevec, J., & Victora, C. G. (2018). Socioeconomic inequalities persist despite declining stunting prevalence in low- and middle-income countries. Journal of Nutrition, 148(2), 254–258. https://doi.org/10.1093/jn/nxx050 de Onis, M., & Branca, F. (2016). Childhood stunting: a global perspective. Maternal & Child Nutrition, 12, 12–26. https://doi.org/10.1111/mcn.12231 Djauhari T. (2017). Gizi dan HPK 1000. Saintika Madika Effendy, F., Gaffar, V., Hurriyati, R., & Hendrayati, H. (2021). Analisis Bibliometrik Perkembangan Penelitian Penggunaan Pembayaran Seluler Dengan Vosviewer. Jurnal Interkom: Jurnal Publikasi Ilmiah Bidang Teknologi Informasi Dan Komunikasi, 16(1), 10–17. https://doi.org/10.35969/interkom.v16i1.92 Food and Agriculture Organization. (2008). Food Security Information for Action Practical Guides: An Introduction to the Basic Concepts of Food Security. Gibney MJ, Margetts BM, Kearney JM, Arab L. (2013). Gizi Kesehatan masyarakat. Probolinggo. EGC Fitroh, S. F., & Oktavianingsih, E. (2020). Peran Parenting dalam Meningkatkan Literasi Kesehatan Ibu terhadap Stunting di Bangkalan Madura. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 610. https://doi.org/10.31004/obsesi.v4i2.415 Handayani, F., Siagian, A., & Aritonang, E. Y. (2017). Mother’s Education as A Determinant of Stunting among Children of Age 24 to 59 Months in North Sumatera Province of Indonesia. IOSR Journal of Humanities and Social Science, 22(06), 58–64. https://doi.org/10.9790/0837-2206095864 Humphrey, J. H., Mbuya, M. N. N., Ntozini, R., Moulton, L. H., Stoltzfus, R. J., Tavengwa, N. V., Mutasa, K., Majo, F., Mutasa, B., Mangwadu, G., Chasokela, C. M., Chigumira, A., Chasekwa, B., Smith, L. E., Tielsch, J. M., Jones, A. D., Manges, A. R., Maluccio, J. A., Prendergast, A. J., … Makoni, T. (2019). Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe: a cluster-randomised trial. The Lancet Global Health, 7(1), e132–e147. https://doi.org/10.1016/S2214-109X(18)30374-7 Ikeda, N., Irie, Y., & Shibuya, K. (2013). Determinants of reduced child stunting in Cambodia: analysis of pooled data from three Demographic and Health Surveys. Bulletin of the World Health Organization, 91(5), 341–349. https://doi.org/10.2471/blt.12.113381 Kemenkes RI. (2013). Badan Penelitian dan Pengembangan Kesehatan. Riset Kesehatan Dasar Kemenkes RI. (2018). Buku Saku Pemantauan Status Gizi Tahun 2017. Direktorat Jenderal Kesehatan Masyarakat. Kemenkes RI (2021) ‘Buku Saku Hasil Studi Status Gizi Indonesia (SSGI) tingkatnasional, provinsi, dan kabupaten/kota tahun 2021’, Angewandte Chemie International Edition, 6(11), 951–952., pp. 2013–2015 Kementerian Desa, Pembangunan Daerah Tertinggal, dan T. (2017). Buku saku desa dalam penanganan stunting. In Buku Saku Desa Dalam Penanganan Stunting. Jakarta: Kementrian Desa, Pembangunan Daerah Tertinggal, dan Transmigrasi Leroy, J. L., & Frongillo, E. A. (2019). Perspective: What Does Stunting Really Mean? A Critical Review of the Evidence. In Advances in Nutrition (Vol. 10, Issue 2, pp. 196–204). Oxford University Press. https://doi.org/10.1093/advances/nmy101 Martha, E., Nadira, N. A., Sudiarti, T., Mayangsari, A. P., Ferdina Enjaini, E., Ryanthi, T. P., Evariyana Bangun, D., Prof, J., & Djohan, B. (2020). THE EMPOWERMENT OF CADRES AND MEDICASTERS IN THE EARLY DETECTION AND PREVENTION OF STUNTING. https://doi.org/10.20473/ijph.vl15il.2020.153-161 Muche, A., Gezie, L.D., Baraki, A.G.-E., & Amsalu, E. T. (2021). Predictors of stunting among children age 6 – 59 months in Ethiopia using Bayesian multi-level analysis. Scientific Reports, 11(1), 3759: https://doi.org/10.1038/s41598-021-82755-7 Musheiguza, E., Mahande, M. J., Malamala, E., Msuya, S. E., Charles, F., Philemon, R., & Mgongo, M. (2021). Inequalities in stunting among under-five children in tanzania: Decomposing the concentration indexes using demographic health surveys from 2004/5 to 2015/6. International Journal for Equity in Health, 20(1). https://doi.org/doi:10.1186/s12939-021-01389-3 Nugroho, M. R., Sasongko, R. N., & Kristiawan, M. (2021). Faktor-faktor yang Mempengaruhi Kejadian Stunting pada Anak Usia Dini di Indonesia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2). https://doi.org/10.31004/obsesi.v5i2.1169 Oswari H, Djer MM, Dewi R, Harijadi. (2016) . Kiat membuat anak sehat, tinggi, dan cerdas. Ikatan Dokter Anak Indonesia Cabang DKI Jakarta: Jakarta Ohyver, M., Moniaga, J. V., Yunidwi, K. R., & Setiawan, M. I. (2017). Logistic Regression and Growth Charts to Determine Children Nutritional and Stunting Status: A Review. Procedia Computer Science, 116, 232–241. https://doi.org/10.1016/j.procs.2017.10.045 Paudel, R. (2012). Risk Factors for Stunting Among Children: A Community Based Case Control Study in Nepal. In Kathmandu Univ Med J (Vol. 39, Issue 3). Rahayu, A., Yulidasari, F., Putri, A. O., & Rahman, F. (2015). Riwayat Berat Badan Lahir dengan Kejadian Stunting pada Anak Usia Bawah Dua Tahun. Kesmas: National Public Health Journal, 10(2), 67. https://doi.org/10.21109/kesmas.v10i2.882 Rahmadhita, K. (2020). Jurnal Ilmiah Kesehatan Sandi Husada Permasalahan Stunting dan Pencegahannya Pendahuluan. Jurnal Ilmiah Kesehatan Sandi Husada, 11(1), 225–229. https://doi.org/10.35816/jiskh.v10i2.253 Ramadhan, R., & Ramadhan, N. (2018). Determinasi Penyebab Stunting Di Provinsi Aceh Determination of Stunting Causes in Aceh Province. SEL Jurnal Penelitian Kesehatan, 5(2), 71–79. Riyadi, H., Martianto, D., Hastuti, D., Damayanthi, E., & Murtilaksono, K. (2011). Faktor-Faktor Yang Mempengaruhi Status Gizi Anak Balita Di Kabupaten Timor Tengah Utara, Provinsi Nusa Tenggara Timur. Jurnal Gizi Dan Pangan, 6(1), 66. https://doi.org/10.25182/jgp.2011.6.1.66-73 Rosha, B. C., Sari, K., SP, I. Y., Amaliah, N., & Utami, N. H. (2016). Peran Intervensi Gizi Spesifik dan Sensitif dalam Perbaikan Masalah Gizi Balita di Kota Bogor. Buletin Penelitian Kesehatan, 44(2). https://doi.org/10.22435/bpk.v44i2.5456.127-138 Safitri, C. A., & Nindya, T. S. (2017). Relations food security and diarrheal disease to stunting in under-five children age 13-48 months at Manyar Sabrangan, Mulyorejo Sub-District, Surabaya. Amerta Nutrition, 1(2), 52–61. https://doi.org/10.2473/amnt.v1i2.2017.52-61 Sari, M. R. N., & Yusi Ratnawati, L. (2018). Hubungan Pengetahuan Ibu tentang Pola Pemberian Makan dengan Status Gizi Balita di Wilayah Kerja Puskesmas Gapura Kabupaten Sumenep Relation Between Mothers’ Knowledge About Feeding Method and Toddlers’ Nutritional Status in the Working Area of Puskesmas. Amerta Nutr, 2(2), 30–36. https://doi.org/10.2473/amnt.v2i2.2018.182-188 Sekretariat Wakil Presiden Republik Indonesia. (2021). Capaian, Tantangan Dan Peluang Pelaksanaan Strategi Nasional Percepatan Pencegahan Stunting Tahun 2018 – 2024. Jakarta: Sekretariat Wakil Presiden Republik Indonesia Setiawan, E., & Machmud, R. (2018). Faktor-Faktor yang Berhubungan dengan Kejadian Stunting pada Anak Usia 24-59 Bulan di Wilayah Kerja Puskesmas Andalas Kecamatan Padang Timur Kota Padang Tahun 2018. In Jurnal Kesehatan Andalas (Vol. 7, Issue 2). http://jurnal.fk.unand.ac.id Stewart, C. P., Iannotti, L., Dewey, K. G., Michaelsen, K. F., & Onyango, A. W. (2013). Contextualising complementary feeding in a broader framework for stunting prevention. Maternal and Child Nutrition, 9(S2), 27–45. https://doi.org/10.1111/mcn.12088 Sustainable, T., & Goals, D. (2016). The sustainable development goals report 2016. The Sustainable Development Goals Report 2016. https://doi.org/10.29171/azu_acku_pamphlet_k3240_s878_2016 Sutarto, Mayasari, D., & Indriyani, R. (2018). Stunting, Faktor Resiko dan Pencegahannya. Jounal Agromedicine, 5, 540–545. https://doi.org/10.1201/9781439810590-c34 Ulfah, E., Rahayuningsih, S. E., Herman, H., Susiarno, H., Gurnida, D. A., Gamayani, U., Sukandar, H., Studi, P., Kebidanan, M., Ilmu, D., Anak, K., Orthopaedi, D., Traumatologi, D., Obstetri Dan Ginekologi, D., Neurologi, D., & Epidemiologi, D. (2018). ARTIKEL PENELITIAN Global Medical and Health Communication Asuhan Nutrisi dan Stimulasi dengan Status Pertumbuhan dan Perkembangan Balita Usia 12-36 Bulan. https://doi.org/10.29313/gmhc.v6i1.2323 UNICEF. (2013). Improving Child Nutrition : The Achievable Imperative for Global Progress. UNICEF, W. T. (2019). Levels and Trends in child malnutrition - UNICEF WHO The World Bank Join Child Malnutrition Estmates WHO. (2010). Indicator For Assesing And Young Child Feeding Practices Part 2 : Measurement. WHO Press. World Health Organization. (2014). Global Nutrition Targets 2025: Stunting Policy Brief (No.WHO/NMH/NHD/14.3) Zogara, A. U., & Pantaleon, M. G. (2020). Faktor-faktor yang Berhubungan dengan Kejadian Stunting pada Balita. Jurnal Ilmu Kesehatan Masyarakat, 9(02), 85–92. https://doi.org/10.33221/jikm.v9i02.505

Analysis of Student Engagement: ECE Educators Teaching Skills Strengthening Courses in Distance Education Siti Aisyah; Widiasih; Sandra Sukmaning Adji; Andayani; Suryo Prabowo; Siti Hadianti; Zakirman
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Early childhood teacher education programs must figure out how to effectively educate the workforce as classrooms become more diverse due to children varied cultural backgrounds and skills. This study aims to analyse student involvement in the Strengthening of Early Childhood Educators Teaching Skills course in distance education. The research method used is descriptive qualitative. The research participants were 405 students of the Department of Early Childhood Education, consisting of 90% women aged between 20-55 years and an average age of 31 years. The research findings show that at the level of academic challenge, most students agree that the ECE Educators Teaching Skills Strengthening (TSS) course brings new ideas and certain experiences and is very helpful in applying theory or concepts to practical problems. Indicators of active/collaborative learning indicate that hands-on experiences help students work more effectively with others. Meanwhile, the student-faculty interaction component shows that they have carried out two-way discussions regarding material assessment and practice. Additionally, online tutorials have provided quick feedback on assignments and guidance in compiling practice reports. The student learning experience is greatly helped by the TSS course. Students acquire new knowledge and skills to support their profession as teachers. Keywords: early childhood educators, engagement, teaching skill, distance education References: Ackerman, D. J. (2004). What do teachers need? Practitioners’ perspectives on early childhood professional development. Journal of Early Childhood Teacher Education, 24(4), 291–301. https://doi.org/10.1080/1090102040240409 Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568–583. https://doi.org/10.1080/01587919.2018.1520041 Cherrington, S., & Thornton, K. (2013). Continuing professional development in early childhood education in New Zealand. Early Years, 33(2), 119–132. https://doi.org/10.1080/09575146.2013.763770 Duhn, I., Fleer, M., & Harrison, L. (2016). Supporting multidisciplinary networks through relationality and a critical sense of belonging: Three ‘gardening tools’ and the Relational Agency Framework. International Journal of Early Years Education, 24(3), 378–391. https://doi.org/10.1080/09669760.2016.1196578 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059 Fredricks, J., Filsecker, M. K., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. Hollis, L. P. (2018). Ghost-Students and the New Wave of Online Cheating for Community College Students. New Directions for Community Colleges, 2018(183), 25–34. https://doi.org/10.1002/cc.20314 Jensen, B., Holm, A., & Bremberg, S. (2013). Effectiveness of a Danish early year preschool program: A randomized trial. International Journal of Educational Research, 62, 115–128. https://doi.org/10.1016/j.ijer.2013.06.004 Jensen, B., Jensen, P., & Rasmussen, A. W. (2017). Does professional development of preschool teachers improve children’s socio-emotional outcomes? Labour Economics, 45(C), 26–39. Jensen, P., & Rasmussen, A. W. (2019). Professional Development and Its Impact on Children in Early Childhood Education and Care: A Meta-Analysis Based on European Studies. Scandinavian Journal of Educational Research, 63(6), 935–950. https://doi.org/10.1080/00313831.2018.1466359 Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292–301. https://doi.org/10.1111/jcal.12005 Kim, H., Sefcik, J. S., & Bradway, C. (2017). Characteristics of Qualitative Descriptive Studies: A Systematic Review. Research in Nursing & Health, 40(1), 23–42. https://doi.org/10.1002/nur.21768 Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214 Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37(1), 52–65. Moore, M. G., & Kearsley, G. (2011). Distance Education: A Systems View of Online Learning. Cengage Learning. https://books.google.co.ls/books?id=dU8KAAAAQBAJ Muir, T., Milthorpe, N., Stone, C., Dyment, J., Freeman, E., & Hopwood, B. (2019). Chronicling engagement: Students’ experience of online learning over time. Distance Education, 40(2), 262–277. https://doi.org/10.1080/01587919.2019.1600367 Nguyen, T. D., Cannata, M., & Miller, J. (2018). Understanding student behavioral engagement: Importance of student interaction with peers and teachers. The Journal of Educational Research, 111(2), 163–174. https://doi.org/10.1080/00220671.2016.1220359 Quin, D. (2017). Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement: A Systematic Review. Review of Educational Research, 87(2), 345–387. https://doi.org/10.3102/0034654316669434 Schachter, R. E. (2015). An Analytic Study of the Professional Development Research in Early Childhood Education. Early Education and Development, 26(8), 1057–1085. https://doi.org/10.1080/10409289.2015.1009335 Shackelford, J. L., & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner-to-learner interaction. The International Review of Research in Open and Distributed Learning, 13(4), 228. https://doi.org/10.19173/irrodl.v13i4.1339 Tuovinen, J. E. (2000). Multimedia Distance Education Interactions. Educational Media International, 37(1), 16–24. https://doi.org/10.1080/095239800361473 Vlachopoulos, D., & Makri, A. (2019). Online communication and interaction in distance higher education: A framework study of good practice. International Review of Education, 65(4), 605–632. https://doi.org/10.1007/s11159-019-09792-3

The Effect of Digital Card Media Towards Children’s Ability to Recognize Letters Nur Fauziah Lumbin; Pupung Puspa Ardini; Nunung Suryana Jamin
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The background of this research is the low ability to recognize letters for group B children in Pembina State Kindergarten, Gorontalo District, Gorontalo City. Children do not know the various forms of the alphabet and letters, and the letters written by children are still mixed up or upside down. This lack of ability is caused by teachers not using creative and interesting media to stimulate children's abilities. So, this study aims to see an increase in the ability to recognize letters with creative and practical media. This research method uses a quantitative experimental method with a purposive sampling technique. Data collection was carried out using observation techniques and performance tests. The sample involved 16 respondents (7 male and 9 female). The results of the study show that learning using a blackboard is less effective in improving children's letter recognition skills, especially in aspects of language development. The findings recommend that schools be asked to evaluate and review each learning strategy, planning, and implementation. It is recommended that early childhood educators improve their competence in designing learning activities that are innovative, creative, interesting, and based on digital technology. Keywords: digital card media, letters recognition ability, early childhood References: Aleksandar Trifunović, Svetlana Cicević, Dragan Lazarević, Slobodan Mitrović, & Magdalena Dragović. (2018). Comparing Tablets (Touchscreen Devices) and Pcs in Preschool Children’ Education: Testing Spatial Relationship Using Geometric Symbols on Traffic Signs. IETI Transactions on Ergonomics and Safety, 2(1). https://doi.org/10.6722/TES.201808_2(1).0004 Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), 21–34. https://doi.org/10.20472/TE.2015.3.3.002 Ardini, P., & Handini, M. (2018). The Influence of Instructional Method, Visual Spatial Intelligence, and School Readiness on Early Reading Abilities. Journal of Scientific Research and Reports, 17(4), 1–22. https://doi.org/10.9734/JSRR/2017/38737 Ashcroft, R. J., Cvitkovic, R., & Praver, M. (2018). Digital flashcard L2 Vocabulary learning out-performs traditional flashcards at lower proficiency levels: A mixed-methods study of 139 Japanese university students. The EuroCALL Review, 26(1), 14. https://doi.org/10.4995/eurocall.2018.7881 Borre, A. J., Bernhard, J., Bleiker, C., & Winsler, A. (2019). Preschool Literacy Intervention for Low-Income, Ethnically Diverse Children: Effects of the Early Authors Program Through Kindergarten. Journal of Education for Students Placed at Risk (JESPAR), 24(2), 132–153. https://doi.org/10.1080/10824669.2019.1594818 Elias, S., Cromarty, E., & Wilson-Jones, L. (2022). Family Communication and Engagement with Digital Technology: Approaches and Strategies. Journal of Research Initiatives, 6(2). Elimelech, A., & Aram, D. (2020). Using a Digital Spelling Game for Promoting Alphabetic Knowledge of Preschoolers: The Contribution of Auditory and Visual Supports. Reading Research Quarterly, 55(2), 235–250. https://doi.org/10.1002/rrq.264 Howell, J. J., & Gengel, S. (2005). Perspectives of Effective Teachers of Students with Low-Incidence Disabilities. TEACHING Exceptional Children Plus, 1(4). Kapiso, W., Djuko, R. U., & Laiya, S. W. (2021). Kemampuan Mengenal Huruf Anak Usia 5-6 Tahun Di Taman Kanak-Kanak [Ability to Recognize Letters for Children Aged 5-6 Years in Kindergarten]. Student Journal of Early Childhood Education, 1(1). Karoma, S. (2019). Peningkatan Kemampuan Mengenal Lima Huruf Vokal Melalui Media Bola Huruf Pada Anak Usia 3-4 Tahun [Improving the Ability to Recognize the Five Vowel Letters Through Letter Ball Media in Children Aged 3-4 Years]. JECED : Journal of Early Childhood Education and Development, 1(1), 60–66. https://doi.org/10.15642/jeced.v1i1.501 Maulidya, A. R., Sa’dullah, A., & Lismanda, Y. F. (2019). Peningkatan Kemampuan Mengenal Huruf Vokal Melalui Media Pohon Huruf Pada Anak Usia 3-4 Tahun Di Kelompok Bermain Stroberi Restu 1 Malang [Improving the Ability to Recognize Vocal Letters Through the Media of Letter Trees in Children Aged 3-4 Years in the Strawberry Restu 1 Playgroup Malang]. Dewantara: Jurnal Ilmiah Pendidikan Islam Anak Usia Din, 1(2). Nasution, T. A. (2017). Pengaruh Permainan Kartu Huruf terhadap Pengenalan Bentuk Huruf pada Anak Usia 5-6 Tahun di TK Salsa Cinta Rakyat Kecamatan Percut Sei Tuan T.A. 2016/2017 [The Effect of Letter Card Games on Letter Form Recognition in Children Aged 5-6 Years at Salsa Cinta Rakyat Kindergarten, Percut Sei Tuan District T.A. 2016/2017]. Jurnal Usia Dini, 3(1). https://doi.org/10.24114/jud.v3i1.14654 Ningtyas, D. P. (2014). Improving Early Reading Ability Through the Snake and Ladder Game. Jurnal Pendidikan Usia Dini, 8(2). https://doi.org/10.21009/JPUD.082 Nobre, J. N. P., Vinolas Prat, B., Santos, J. N., Santos, L. R., Pereira, L., Guedes, S. da C., Ribeiro, R. F., & Morais, R. L. de S. (2020). Quality of interactive media use in early childhood and child development: A multicriteria analysis. Jornal de Pediatria, 96(3), 310–317. https://doi.org/10.1016/j.jped.2018.11.015 Rahayuningsih, S. S., Soesilo, T. D., & Kurniawan, M. (2019). Peningkatan Kemampuan Mengenal Huruf Pada Anak Usia 5-6 Tahun Melalui Metode Bermain Dengan Media Kotak Pintar [Improving The Ability Of Letters Recognizing By Children Aged 5 To 6 Years Old Through Playing Method With A ‘Smart Box’ Media]. Scholaria: Jurnal Pendidikan dan Kebudayaan, 9(1), 11–18. https://doi.org/10.24246/j.js.2019.v9.i1.p11-18 Rakimahwati & Nisaaul Hanifah. (2022). Development of Android-Based Educational Games to Improve Letter Recegnition Ability in Early Childhood in Kinali Pasaman Barat. Proceedings of the 6th International Conference of Early Childhood Education (ICECE-6 2021), 206–212. https://doi.org/10.2991/assehr.k.220602.042 Seefeldt, C., & Wasik, B. A. (2002). Kindergarten: Fours and Fives Go to School. Merrill. https://books.google.co.id/books?id=vzsMAAAACAAJ Surtika, T., Sumardi, S., & Yasbiati, Y. (2020). Pengaruh Media Puzzle Huruf Terhadap Kemampuan Mengenal Huruf Pada Anak Kelompok A Di Tk Ar-Rahman Kecamatan Sukahening [The Effect of Letter Puzzle Media on the Ability to Recognize Letters in Group A Children in Kindergarten Ar-Rahman, Sukahening District]. JURNAL PAUD AGAPEDIA, 3(1), 101–111. https://doi.org/10.17509/jpa.v3i1.26672 Zahara, P., Miftah, H., Valencia, A., Nurhasanah, A., & Nuraini. (2022). Developing Aplication-based Puzzle Learning Media on Increasing Child’s Ability to Recognize Letters. International Journal of Ethnoscience, Bio-Informatic, Innovation, Invention and Techno-Science, 2(01), 44–49. https://doi.org/10.54482/ijebiiits.v2i01.192

The Effect of Mathematics Learning Approaches and Self-Regulation to Recognize the Concept of Early Numbers Ability Jhoni Warmansyah; Restu Yuningsih; Evi Selva Nirwana; Ravidah; Rahmanda Putri; Amalina; Masril
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The ability to recognize the concept of early numbers in early childhood is very important to develop so that children are ready to take part in learning mathematics at a higher level. This study aims to determine the effect of mathematics learning approaches and self-regulation to recognize the concept of early numbers ability in kindergarten. The study used an experimental method with a treatment design by level 2x2. The sample used was 32 children. Score data, ability to recognize number concepts, analyzed and interpreted. The results showed that: (1) The Realistic Mathematics Education approach is better than the Open Ended Approach in improving the ability to recognize children's number concepts; (2) There is an interaction effect between mathematics learning approaches and Self-Regulation to recognize the concept of early numbers ability; (3) The Realistic Mathematics Education approach is more suitable for children with high self-regulation, (4) The Open Ended approach is more suitable for children with low self-regulation. Subsequent experiments are expected to find mathematics learning approaches for children whose self-regulation is low on recognizing the concept of early numbers ability. Keywords: mathematics learning approach, self-regulation, early number concept ability References: Adjie, N., Putri, S. U., & Dewi, F. (2019). Penerapan Pendidikan Matematika Realistik (PMR) dalam Meningkatkan Pemahaman Konsep Bilangan Cacah pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 336. https://doi.org/10.31004/obsesi.v4i1.338 Adjie, N., Putri, S. U., & Dewi, F. (2020). Peningkatan Kemampuan Koneksi Matematika melalui Pendidikan Matematika Realistik (PMR) pada Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1325–1338. https://doi.org/10.31004/obsesi.v5i2.846 Adjie, N., Putri, S. U., & Dewi, F. (2021). Improvement of Basic Math Skills Through Realistic Mathematics Education (RME) in Early Childhood. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(3), 1647–1657. https://doi.org/10.31004/obsesi.v6i3.1832 Amalina, A. (2020). Pembelajaran Matematika Anak Usia Dini di Masa Pandemi COVID-19 Tahun 2020. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(1), 538. https://doi.org/10.31004/obsesi.v5i1.592 Amalina, A., Yanti, F., & Warmansyah, J. (2022). Penerapan Pendekatan Matematika Realistik terhadap Kemampuan Pemahaman Konsep Pengukuran pada Anak Usia 5-6 Tahun. Aulad: Journal on Early Childhood, 5(2), 306–312. https://doi.org/10.31004/aulad.v5i2.378 Amini, F., Munir, S., & Lasari, Y. L. (2022). Student Mathematical Problem Solving Ability in Elementary School: The Effect of Guided Discovery Learning. Journal of Islamic Education Students (JIES), 2(2), 49. https://doi.org/10.31958/jies.v2i2.5592 Anselmus, Z., & Parikaes, P. (2018). Regulasi Diri Dalam Belajar Sebagai Konsekuen. Jurnal Penelitain Dan Pengembangan Pendidikan, 1(1), 82–95. Apriani, N., & Maryam, K. (2020). Pengaruh Pendekatan Realistic Matematick Edukation (RME) Terhadap Kemampuan Pemecahan Masalah. 3(1), 12–19. Ardiniawan, D. Y., Subiyantoro, S., & Kurniawan, S. B. (2022). Peningkatan Kemampuan Penalaran Matematis Siswa Sekolah Dasar Melalui Pendekatan Realistic Mathematics Education ( RME ) Siswa SD Se-Kecamatan Pacitan. April, 607–613. Asri Devi, N. M. I. (2020). Pengembangan Media Pembelajaran Puzzle Angka untuk Meningkatkan Kemampuan Mengenal Lambang Bilangan. Jurnal Ilmiah Pendidikan Profesi Guru, 3(3), 416. https://doi.org/10.23887/jippg.v3i3.28331 Aulia, M., & Amra, A. (2021). Parent’s Participation in Improving the Quality of Education in Elementary Schools. Journal of Islamic Education Students (JIES), 1(2), 58. https://doi.org/10.31958/jies.v1i2.3004 Aziza, A., Pratiwi, H., & Ageng Pramesty Koernarso, D. (2020). Pengaruh Metode Montessori dalam Meningkatkan Pemahaman Konsep Matematika Anak Usia Dini di Banjarmasin. AL-ATHFAL : JURNAL PENDIDIKAN ANAK, 6(1), 15–26. https://doi.org/10.14421/al-athfal.2020.61-02 Becker, D. R., Miao, A., Duncan, R., & Mcclelland, M. (2014). Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly, 1–14. https://doi.org/10.1016/j.ecresq.2014.04.014 Bohlmann, N. L., & Downer, J. T. (2016). Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills. 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The Effect of Physical Activity on Children's Logical-Mathematical Intelligence Nofi Marlina Siregar; Eka Fitri Nofita Sari; Dinan Mitsalina
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Research between physical activity and cognitive work in children is still relatively rare and inconsistent, even though children's motor development and cognitive learning are related to positive effects on academic work. This study aims to determine the increase in mathematical logical intelligence of early childhood through physical activity. This is action research. This type of research was a sequential exploratory design. Data analysis in this study used a combined quantitative and qualitative analysis (Mix Method). The results showed increasing logical mathematics intelligence in DKI Jakarta's childhood. The initial assessment results showed that the average value of the child's logical mathematics intelligence was 28 and then increased to 57 in the final assessment of cycle 1 and continued to increase to 78 in the final assessment of cycle 2. Physical activity learning with games strategies increasing the logical mathematics intelligence in childhood in Jakarta Kindergarten. Future research is expected to examine more childhood intelligence with many respondents. Keywords: early childhood, physical activity, logical-mathematics intelligence References: Andriyani, FD, Biddle, SJH, Arovah, NI, & de Cocker, K. (2020). Physical activity and sedentary behavior research in Indonesian youth: A scoping review. International Journal of Environmental Research and Public Health,17(20), 1–15. https://doi.org/10.3390/ijerph17207665 Aubert, S., Brazo-sayavera, J., González, SA, Janssen, I., Manyanga, T., Oyeyemi, AL, Picard, P., Sherar, LB, Turner, E., & Tremblay, MS (2021). Global prevalence of physical activity for childhood and adolescents; inconsistencies , research gaps , and recommendations : a narrative review. 1–11. Azman, KF, & Zakaria, R. (2022). Recent Advances on the Role of Brain-Derived Neurotrophic Factor (BDNF) in Neurodegenerative Diseases. International Journal of Molecular Sciences, 23(12). https://doi.org/10.3390/ijms23126827 Beck, MM, Lind, RR, Geertsen, SS, Ritz, C., Lundbye-Jensen, J., & Wienecke, J. (2016). Motor-enriched learning activities can improve mathematical performance in preadolescent childhood. Frontiers in Human Neuroscience, 10(DEC2016). https://doi.org/10.3389/fnhum.2016.00645 Bunketorp Käll, L., Malmgren, H., Olsson, E., Lindén, T., & Nilsson, M. (2015). Effects of a Curricular Physical Activity Intervention on Childhood's School Performance, Wellness, and Brain Development. Journal of School Health, 85(10), 704–713. https://doi.org/10.1111/josh.12303 Chaddock-Heyman, L., Erickson, KI, Voss, MW, Knecht, AM, Pontifex, MB, Castelli, DM, Hillman, CH, & Kramer, AF (2013). The effects of physical activity on functional MRI activation associated with cognitive control in childhood: A randomized controlled intervention. 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Child Development, 91(5), e1046–e1063.https://doi.org/10.1111/cdev.13383 Fischer, U., Suggate, SP, & Stoeger, H. (2020). The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01143 Flores, P., Coelho, E., Mourão-Carvalhal, MI, & Forte, P. (2023). Association between motor and math skills in preschool childhood with typical development: Systematic review. Frontiers in Psychology, 14(February), 1–23. https://doi.org/10.3389/fpsyg.2023.1105391 Gao, Z., Chen, S., Sun, H., Wen, X., & Xiang, P. (2018). Physical Activity in Childhood's Health and Cognition. BioMed Research International, 2018. https://doi.org/10.1155/2018/8542403 Gomez-Pinilla, F., & Hillman, C. (2013). The influence of exercise on cognitive abilities. Comprehensive Physiology, 3(1), 403–428. https://doi.org/10.1002/cphy.c110063 Grieco, LA, Jowers, EM, Errisuriz, VL, & Bartholomew, JB (2017). Response Study for Elementary Student Time on Task. 98–103. https://doi.org/10.1016/j.ypmed.2016.05.021.Physically Ha, AS, Ng, JYY, Lonsdale, C., Lubans, DR, & Ng, FF (2019). Promoting physical activity in childhood through family-based intervention: Protocol of the “Active 1 + FUN” randomized controlled trial 11 Medical and Health Sciences 1117 Public Health and Health Services 17 Psychology and Cognitive Sciences 1701 Psychol. BMC Public Health, 19(1), 218. https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-019-6537-3 Hajar, MS, Rizal, H., & Kuan, G. (2019). Effects of physical activity on sustained attention: A systematic review. Scientia Medica, 29(2), 1–15. https://doi.org/10.15448/1980-6108.2019.2.32864 Hildebrandt, S. (2018). Executive functions. Neuropsychology for Occupational Therapists: Cognition in Occupational Performance, 165–176. https://doi.org/10.1002/9781119557036.ch10 Human, department oh health and, & Services. (2016). 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(2019). Brain-Derived Neurotrophic Factor: A Key Molecule for Memory in the Healthy and the Pathological Brain. Frontiers in Cellular Neuroscience, 13(August), 1–25. https://doi.org/10.3389/fncel.2019.00363 Organização Mundial de Saúde. (2022). World health statistics 2022 (Monitoring health of the SDGs). In Monitoring the health of the SDGs. http://apps.who.int/bookorders. Organization, world health. (2020). Physical activity. November, 1–9. Owen, KB, Parker, PD, Van Zanden, B., MacMillan, F., Astell-Burt, T., & Lonsdale, C. (2016). Physical Activity and School Engagement in Youth: A Systematic Review and Meta-Analysis. Educational Psychologist, 51(2), 129–145. https://doi.org/10.1080/00461520.2016.1151793 Reikerås, E., Moser, T., & Tønnessen, FE (2017). Mathematical skills and motor life skills in toddlers: do differences in mathematical skills reflect differences in motor skills? 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The Impact of Father Involvement in the Early Childhood Problematic Behavior Aisyah Durrotun Nafisah; Yuli Kurniawati Sugiyo Pranoto; Siti Nuzulia
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Father's involvement is something that influences the child's problematic behavior. The purpose of this study is to investigate whether father involvement can influence children's problematic behavior. This study used the systematic literature review (SLR) method by referring to 10 valid articles published in the last 10 years with the publication years between 2013 - 2023. The finding of the literature shows that there is a significant impact of father involvement on the children's problematic behavior. The more the father is involved in the children's development, the lower the level of children's problematic behavior is. The image of a father as a mentor and motivator for early childhood can still be explored in depth. Because of the limitations of this study, this study suggests that future research can further discuss the impact of the father’s involvement in the children's problematic behavior in a specific cultural aspect by considering cross-cultural factors. 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The Impact of Co-Viewing on Attachment Between Parents and Children Winda Gunarti; Raden Sri Martini Meilanie; Happy Karlina Marjo
Jurnal Pendidikan Usia Dini Vol 17 No 1 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 1 April 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Watching (screen viewing) has become a common activity carried out in early childhood. Generally, children aged 2-5 years do watching activities for about 3 hours more a day. This study aims to see how watching activities together can increase attachment between parents and children. This study uses a qualitative approach that produces descriptive data in the form of written words or messages from people and observed behavior and uses observation, interview, or document review methods. Observations were made on co-viewing activities carried out by a child and his parents at home because this activity was found to have an impact on the attachment relationship between the two parties. The selected respondent is one of the parents of a 3-year-old child (G) (Mrs. B). Data collection was carried out at the residence of Mrs. B and G for several weeks. The data collection techniques used were interviews and observations. The results show that watching activities together has a positive impact on the attachment between parents and early childhood. This can be seen from the characteristics of the safe attachment that children have after watching the activities together, after previously the attachment they had characterized as an avoidant attachment. It can also be seen how parents have a big role in the formation of this secure attachment. Keywords: secure attachment, co-viewing watching activities, parent-children interaction References: Arianda, V., Salim, I. K., & Ruzain, R. B. (2022). Secure Attachment (Kelekatan Aman) Ibu dan Anak dengan Perkembangan Sosial Emosional Pada Anak. Journal of Islamic and Contemporary Psychology (JICOP), 1(2), 67–74. https://doi.org/10.25299/jicop.v1i2.8603 Barr, R., Zack, E., Garcia, A., & Muentener, P. (2008). Infants’ Attention and Responsiveness to Television Increases with Prior Exposure and Parental Interaction. 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Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Erie Siti Syarah

Contact Email syarah.erie@gmail.com

Phone +628128030360

Journal Mail Official jpud.unj@gmail.com

Editorial Address Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location Kota adm. jakarta timur, Dki jakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Erie Siti Syarah

Contact Email
syarah.erie@gmail.com

Phone
+628128030360

Journal Mail Official
jpud.unj@gmail.com

Editorial Address
Gedung Bung Hatta Lantai 4 R 403 Pascasarjana, Universitas Negeri Jakarta Jalan Rawamangun Muka, Jakarta Timur 13220

Location
Kota adm. jakarta timur,

Dki jakarta

INDONESIA