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ISSN : 16931602 EISSN : 25030566 DOI : https://doi.org/10.21009/JPUD

Core Subject : Education,

Education

JPUD - The Early Childhood Education Journal contains articles which are the results of research in the field of Early Childhood Education.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 333 Documents

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Enhancing Creative Thinking in Preschoolers: Teacher Strategies for Creating a Multiliteracy-Based Learning Environment Farantika, Dessy; Afrezah, Novela Nur; Salhah; Saudah; Asiah; Yafie, Evania
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.17

The preschool period is an important phase of child development, which includes cognitive aspects, especially in terms of growth and creative thinking, but many teachers still use conventional learning strategies. This study aimed to investigate effective teacher strategies for improving creative thinking in preschool children in a multiliteracy-based learning environment. The research method used a qualitative approach with a multisite case study research involving a kindergarten school. The informants were selected using a purposive sampling technique involving nine informants, including teachers, assistant teachers, and school principals. The research findings show that implementing the strategy steps can create a dynamic and creative learning environment that supports literacy development in various contexts. Factors such as competent teachers, access to resources, and management of barriers shape an effective multi-literacy environment. The positive impact motivates students to continue thinking creatively and exploratively. The multiliteracies approach enhances preschoolers' creativity through purposeful strategies, teacher collaboration, resource support, and the use of diverse media, which empowers literacy in education. Keywords: creative thinking, multiliteracy, teacher, preschoolers References: Auris Villegas, D., Colquepisco Paucar, N. T., Cuba Garcia, S., & Vilca Arana, M. (2021). Revista Innova Educación. Revista Innova Educación, 3(1), 6–19. Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review. https://doi.org/10.1016/j.childyouth.2020.105227 Bergen, E. van, Zuijen, T. van, Bishop, D., & Jong, P. F. de. (2017). Why Are Home Literacy Environment and Children’s Reading Skills Associated? What Parental Skills Reveal. Reading Research Quarterly, 52(2), 147–160. https://doi.org/10.1002/RRQ.160 Bohn, M. F., & de Freitas, E. C. (2020). Under multiliteracy lenses: Reading and comprehension of meaning in texts of multimodal genres. Revista Conhecimento Online. https://doi.org/10.25112/RCO.V3I0.1878 Brezovszky, B., McMullen, J., Veermans, K., Hannula-Sormunen, M. M., Rodríguez-Aflecht, G., Pongsakdi, N., Laakkonen, E., & Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge. Computers and Education. https://doi.org/10.1016/j.compedu.2018.09.011 Cortés Loyola, C., Adlerstein Grimberg, C., & Bravo Colomer, Ú. (2020). Early childhood teachers making multiliterate learning environments: The emergence of a spatial design thinking process. Thinking Skills and Creativity, 36(March), 100655. https://doi.org/10.1016/j.tsc.2020.100655 Daulay, U., Adisaputera, A., & Eviyanti, E. (2022). Multiliteracy-Based Teaching Materials To Improve Student Understanding. https://doi.org/10.4108/eai.20-9-2022.2324513 Díaz-Díaz, M., Sanz, Y. E., & Ezpeleta, A. L. M. (2022). Reading on digital media and the reading process of teachers in training. Pixel-Bit, Revista de Medios y Educacion. https://doi.org/10.12795/PIXELBIT.91903 Do, H., Do, B. N., & Nguyen, M. H. (2023). Heliyon 3How do constructivism learning environments generate better motivation and learning strategies ? The Design Science Approach. Heliyon, 9(12), e22862. https://doi.org/10.1016/j.heliyon.2023.e22862 Evans, C. (2020). Measuring Student Success Skills: a Review of the Literature on Critical Thinking. Center For Assessment. Galaktionova, T., & Kazakova, O. (2022). Multiliterate Person: the View of Students and Teachers. Media Education (Mediaobrazovanie). https://doi.org/10.13187/me.2022.2.221 Gube, M., & Lajoie, S. (2020). 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The Effect of Storytelling Assisted by Pop-Up Media to Improve Language Development Skills and Attitude of Opinion. International Journal of Research and Review, 11(18), 114–128. https://doi.org/10.52403/ijrr.20210897 Malmia, W., Makatita, S. H., Lisaholit, S., Azwan, A., Magfirah, I., Tinggapi, H., & Umanailo, M. C. B. (2019). Problem-based learning as an effort to improve student learning outcomes. International Journal of Scientific and Technology Research. Miles, M. B., & Huberman, A. M. (2018). Qualitative Data Analysis: A Methods Sourcebook. Miller, T., Daugherty, L., Martorell, P., & Gerber, R. (2022). Assessing the Effect of Corequisite English Instruction Using a Randomized Controlled Trial. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2021.1932000 Murray, C. J. L., Callender, C. S. K. H., Kulikoff, X. R., Srinivasan, V., Abate, D., Abate, K. H., Abay, S. M., Abbasi, N., Abbastabar, H., Abdela, J., Abdelalim, A., Abdel-Rahman, O., Abdi, A., Abdoli, N., Abdollahpour, I., Abdulkader, R. S., Abebe, H. T., Abebe, M., Abebe, Z., … Lim, S. S. (2018). Population and fertility by age and sex for 195 countries and territories, 1950–2017: a systematic analysis for the Global Burden of Disease Study 2017. The Lancet. https://doi.org/10.1016/S0140-6736(18)32278-5 Nikkola, T., Reunamo, J., & Ruokonen, I. (2022). Children’s creative thinking abilities and social orientations in Finnish early childhood education and care. Early Child Development and Care, 192(6), 872–886. https://doi.org/10.1080/03004430.2020.1813122 Nopilda, L., & Kristiawan, M. (2018). Gerakan Literasi Sekolah Berbasis Pembelajaran Multiliterasi Sebuah Paradigma Pendidikan Abad Ke- 21. JMKSP (Jurnal Manajemen, Kepemimpinan, Dan Supervisi Pendidikan). https://doi.org/https://doi.org/10.31851/jmksp.v3i2.1862 Nuryani, P., Abidin, Y., & Herlambang, Y. T. (2019). Model Pedagogik Multiliterasi Dalam Mengembangkan Keterampilan Berpikir Abad Ke-21. EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru, 11(2), 117–126. https://doi.org/10.17509/eh.v11i2.18821 O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom - A systematic literature review. Thinking Skills and Creativity, 46(August). https://doi.org/10.1016/j.tsc.2022.101110 Palsa, L., & Mertala, P. (2019). Multiliteracies in local curricula: conceptual contextualizations of transversal competence in the finnish curricular framework. Nordic Journal of Studies in Educational Policy. https://doi.org/10.1080/20020317.2019.1635845 Papadopoulos, I., & Bisiri, E. (2020). Fostering Critical Thinking Skills in Preschool Education: Designing, Implementing and Assessing a Multiliteracies-Oriented Program Based on Intercultural Tales. Multilingual Academic Journal of Education and Social Sciences, 8(1). https://doi.org/10.46886/majess/v8-i1/7263 Pristiwo, S. B., & Muflihah, M. (2023). Practice of the Socratic Seminar Method in Teaching Speaking at the 10th Grade of State Vocational High School 3 Purwokerto. English Education: Jurnal Tadris Bahasa Inggris. https://doi.org/10.24042/ee-jtbi.v16i1.15795 Pye, R. E., & Chan, H. H. (2023). Dynamic tests as a language-free method for assessing reading in a multilingual setting. Journal of Cultural Cognitive Science. https://doi.org/10.1007/s41809-023-00120-8 Qadri, L., Ikhsan, M., & Yusrizal, Y. (2019). Mathematical Creative Thinking Ability for Students Through REACT Strategies. International Journal for Educational and Vocational Studies, 1(1), 58. https://doi.org/10.29103/ijevs.v1i1.1483 Rahman, M. A., Melliyani, M., Handrianto, C., Erma, E., & Rasool, S. (2022). PROSPECT AND PROMISE IN INTEGRATING MULTILITERACY PEDAGOGY IN THE ENGLISH LANGUAGE CLASSROOM IN INDONESIA. ETERNAL (English, Teaching, Learning, and Research Journal). https://doi.org/10.24252/eternal.v81.2022.a3 Richard, V., Lebeau, J. C., Becker, F., Inglis, E. R., & Tenenbaum, G. (2018). Do more creative people adapt better? An investigation into the association between creativity and adaptation. Psychology of Sport and Exercise, 38(September), 80–89. https://doi.org/10.1016/j.psychsport.2018.06.001 Rosen, Y., Stoeffler, K., & Simmering, V. (2020). Imagine: Design for creative thinking, learning, and assessment in schools. Journal of Intelligence, 8(2). https://doi.org/10.3390/jintelligence8020016 Saregar, A., Cahyanti, U. N., Misbah, Susilowati, N. E., Anugrah, A., & Muhammad, N. (2021). Core learning model: Its effectiveness towards students’ creative thinking. International Journal of Evaluation and Research in Education, 10(1), 35–41. https://doi.org/10.11591/ijere.v10i1.20813 Scott-Barrett, J., Johnston, S. K., Denton-Calabrese, T., McGrane, J. A., & Hopfenbeck, T. N. (2023). 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Fostering Eco-literacy and Naturalistic Intelligence through Environmentally Based Education in Coastal Preschool Setyaningsih, Diana; Handasah, Rr. Retno; Mamma, Agustinus Tandilo; Krobo, Andrianus; Olua, Erna; Iryouw, Veronika
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.18

This research aims to analyze environmental-based education to increase environmental literacy and naturalistic intelligence. This research uses a qualitative descriptive method with interviews, observation, and document analysis as data collection techniques. Informants were selected using purposive sampling techniques. The criteria for selecting informants are teachers who have a minimum of five years of teaching experience and the ability to make environment-based learning plans. The sampling results were 15 teachers from five kindergartens in the coastal area. The research results show that Environment-Based Education (EBE) can increase children's eco-literacy and naturalistic intelligence which focuses on four main dimensions, such as knowledge, understanding, skills, values , and attitudes. Increasing children's positive attitudes and behavior towards the environment can increase awareness of coastal environmental preservation. Results also show increased acquisition of practical knowledge, skills, and positive attitudes towards the preservation and sustainability of the coastal environment. The findings of the above studies allow recommendations for understanding the long-term impact of such teaching on environmental literacy in children that requires long-term studies. A more organized learning model that other educational institutions may employ, and includes the creation of unique curricula, including outdoor education programs, and efforts in environmental initiatives. Keywords: eco-literacy, naturalistic intelligence, environmental-based education, coastal ECCE References: Alfianto, A. B., Karyanto, P., & Harlita. (2019). Learning management system for eco literacy enhancement: The effectiveness of adopting Lewinshon indicators as an additional standard of competence. AIP Conference Proceedings, 2194. https://doi.org/10.1063/1.5139734 Amalric, M., & Cantlon, J. F. (2023). 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International Journal of Scientific Research, 1992, 25–29. https://doi.org/10.36106/ijsr/8324035 Suhirman, S., & Yusuf, Y. (2019). The effect of problem-based learning and naturalist intelligence on students’ understanding of environmental conservation. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(3), 387–396. https://doi.org/10.22219/jpbi.v5i3.9817 Tamblyn, A., Sun, Y., May, T., Evangelou, M., Godsman, N., Blewitt, C., & Skouteris, H. (2023). How do physical or sensory early childhood education and care environment factors affect children’s social and emotional development? A systematic scoping review. Educational Research Review, 41(January 2022), 100555. https://doi.org/10.1016/j.edurev.2023.100555 Wahyuni, N., Maryani, E., & Kastolani, W. (2022). The contribution ecoliteracy in environmental care behavior students of state high school in the city of medan. IOP Conference Series: Earth and Environmental Science, 1089(1). https://doi.org/10.1088/1755-1315/1089/1/012058 Wang, X., Young, G. W., Plechatá, A., Mc Guckin, C., & Makransky, G. (2023). Utilizing virtual reality to assist social competence education and social support for children from under-represented backgrounds. Computers and Education, 201(April). https://doi.org/10.1016/j.compedu.2023.104815 Wirdianti, N., Komala, R., & Miarsyah, M. (2019). Naturalist intelligence and personality: An understanding students’ responsible environmental behavior. JPBI (Jurnal Pendidikan Biologi Indonesia), 5(2), 229–236. https://doi.org/10.22219/jpbi.v5i2.7193 Zhuang, J., & Sun, H. (2023). Impact of institutional environment on entrepreneurial intention: The moderating role of entrepreneurship education. International Journal of Management Education, 21(3), 100863. https://doi.org/10.1016/j.ijme.2023.100863

Teachers’ Strategies in Supporting School Readiness and Transition to Primary School after Pandemic Era Dhieni, Nurbiana; Fridani, Lara; Wulan, Sri
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.15

According to some early childhood education experts, a child is ready for school if they have the specific information and abilities they need to do so. They define readiness in this sense as a state that must be achieved before studying at school. Previous research has linked sustained academic performance across life to preparation for school. In this study, the researchers examined the strategies used by kindergarten teachers to support children's school readiness and transition to elementary school after the pandemic. Specifically, this research aims to find out the learning strategies implemented by kindergarten teachers when children return to school. Focus Group Discussions (FGD) for nineteen kindergarten teachers were used by researchers to collect narrative data, which was then studied using thematic analysis. Based on the results of qualitative data, researchers obtained information about various strategies implemented by teachers and the challenges they faced when accompanying children to learn. It is expected that the results of this research will provide enlightenment for early childhood teachers in general about the various strategies that need to be implemented to motivate children to learn so that they are ready for school and have a successful transition to elementary school. Keywords: early childhood, kindergarten teachers‘ strategy, school readiness, transition to elementary school References: Beaton, W., & McDonell, L. (2013). The transition into kindergarten: A community approach to integrating a child’s fragmented world – A discussion paper examining issues and implications of early childhood transitions to kindergarten. Nanaimo, BC: Tillicum Lelum Aboriginal Friendship Centre and Vancouver Island University. Cushon , J.A; Vu , Lan T; Janzen, T.B.L; & Muhajarine, N. (2011) Neighborhood Poverty Impacts Children's Physical Health and Well-Being Over Time: Evidence From the Early Development Instrument, Early Education and Development, 22:2, 183-205, DOI: 10.1080/10409280902915861 Creswell J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage. Dockett, S., Perry, & Kearney (2011). Facilitating children’s transition to school from families with complex support needs. Albury: Research Institute for Professional Practice, Learning and Education, Charles Sturt University. Fridani, L. (2014). School Readiness and Transition to Primary School: A Study of Teachers, Parents, and Educational Policy Makers’ Perspectives and Practices in the Capital City of Indonesia. Doctoral dissertation. Monash University, Australia. Halle, T. G., Hair, E. C., Wandner, L. D., & Chien, N. C. (2012). Pro- files of school readiness among four-year-old Head Start children. Early Childhood Research Quarterly, 27(4), 613–626. https://doi. org/10.1016/j.ecresq.2012.04.001. Harradine C. & Clifford R.M. (1996) When are Children Ready for Kindergarten? Views of Families, Kindergarten Teachers and Child Care Providers, paper presented at the Annual Meeting of the American Educational Research Association, New York, April. Hustedt, J. T., Buell, M. J., Hallam, R. A., & Pinder, W. M. (2017). While kindergarten has changed, some beliefs stay the same: kin- dergarten teachers’ beliefs about readiness. Journal of Research in Childhood Education, 32(1), 52–66. https://doi.org/10.1080/ 02568543.2017.1393031 Jensen, J. L., Goldstein, J., & Brunetti, B. A. (2021). Kindergarten readiness assessments help identify skill gaps .WestEd. Johnson, L. J., Gallagher, R. J., Cook, M., & Wong, P. (1995). Critical skills for kindergarten: Perceptions from kindergarten teachers. Journal of Early Intervention, 2, 315–349. Jiang, Y., & Monk, H. (2015). Young Chinese-Australian children’s use of technology at home: Parents and grandparents’s views. Asia Pacific Journal of Research in Early Childhood Education, 10 (1), 87-106. Laura, E.L., & Munsch,J. (2014). Child Development : An active Learning Approach. Sage Publications, Inc. Ma, Xin & Shen, Jianping & Krenn, Huilan. (2013). The relationship between parental involvement and adequate yearly progress among urban, suburban, and rural schools. School Effectiveness and School Improvement. 25. 629-650. 10.1080/09243453.2013.862281. McCain, M. N., Mustard, J. F., & McCuaig, K. (2011). Early years study 3: Making decisions taking action. Toronto,on: Margaret & Wallace McCain Family Foundation. Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative social work, 1(3), 261-283 Petriwskyj, A.,Thorpe, K., & Tayler, C. (2005). Trends in construction of transition to school in three western regions, 1990-2004. International Journal of Early Years Education ,12, (2), 39-49. Puccioni, J. (2015) Parents’ Conceptions of School Readiness, Transition Practices, and Children's Academic Achievement Trajectories, The Journal of Educational Research, 108:2, 130-147, DOI: 10.1080/00220671.2013.850399 Radesky, Jenny & Schumacher, Jayna & Zuckerman, Barry. (2015). Mobile and Interactive Media Use by Young Children: The Good, the Bad, and the Unknown. Pediatrics. 135. 1-3. 10.1542/peds.2014-2251. Reynolds, A. J. (2019). The power of P-3 school reform. Phi Delta Kappan, 100(6), 27-33. https://doi.org/10.1177/0031721719834025 Rosier, K. & Mc Donald,M. (2011). Promoting positive education and care transitions for children. The Australian Institute of Families Studies (13). Sayers,M., Moore,T., Brinkman, S., & Goldfled, S. (2012). The impact of reschool on children’s developemental oucomes and transition to school in Australia. Manuscript submitted for publication. Scott-Little, C., Kagan, S. L., & Frelow, V. (2006). Conceptualiza-tions of readiness and the content of early learning standards: The intersection of policy and research? Early Childhood Research Quar-terly, 21, 153–173. Venter, N.V., Joubert, J., & Chetty, R. (2014). Characteristics of a School, Community and Family Partnership to Increase Parental Involvement in Learning at Rural Multigrade Schools. Mediterranean journal of social sciences, 5, 1225. Vogler, P., Crivello, G. (2008). Early childhood transitions research: a review of concepts, theory, and practice. The Hague: Bernard van Leer Foundation. Xin Ma, Jianping Shen & Huilan Y. Krenn (2014) The relationship between parental involvement and adequate yearly progress among urban, suburban, and rural schools, School Effectiveness and School Improvement, 25:4, 629-650, DOI: 10.1080/09243453.2013.862281 Wesley, P. W., & Buysse, V. (2003). Making meaning of school readi- ness in schools and communities. Early Childhood Research Quarterly, 18(3), 351–375. https://doi.org/10.1016/s0885- 2006(03)00044-9. Williams, G. P., Lerner, M. A., Sells, J., Alderman, S. L., Hashi- kawa, A., Mendelsohn, A., McFadden, T., Navsaria, D., Pea- cock, G., Scholer, S., Takagishi, J., Vanderbilt, D., Pinto, C. D. L., Attisha, E., Beers, N., Gibson, E., Gorski, P., Kjolhede, C., O’Leary, S. C., & Weiss-Harrison, A. (2019, August 1). School Readiness. American Academy of Pediatrics. Zubrick, Taylor, & Christensen. (2015). Patterns and predictors of language and literacy abilities 4-10 years in the longitudinal study of Australian children.

Stimulating Strategy High-order Thinking Skills in Early Childhood Education by Utilizing Traditional Games Aisyah, Siti; Tatminingsih, Sri; Chandrawati, Titi; Novita, Dian
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.05

The education system in the 21st century needs some transformation, particularly in terms of enhancing thinking skills. Traditional games that are well-designed can be an effective strategy for stimulating higher order thinking Skills (HOTS). This research aims to develop active and creative learning models by utilizing traditional games to stimulate HOTS in early childhood. The current study is included in the descriptive-qualitative research. Data was collected using offline and face-to-face interview techniques. 20 teachers took part in this research. The finding illustrates that HOTS can be stimulated from an early age with several conditions, including developing play and learning activities that are well managed, fun, and consider the interests of early childhood. Games that effectively stimulate HOTS such as Dolanan Gatheng, Bekel Ball, Tuk Tuk Geni, Gotah Games, Gundu, and Congklak. Children also need to carry out simple and fun science activities, so they are trained to think and act scientifically and systematically. There are several suggestions regarding opportunities for future research applications. This research only includes traditional games to stimulate HOTS. Other researchers may also consider other innovative methods or other kinds of games that are also effective for increasing HOTS in early childhood. Keywords: higher-order thinking skills, early childhood education, traditional games, active learning References: Adi, B. S., Irianto, D. P., & Sukarmin, Y. (2021). Teachers’ perspectives on motor learning with traditional game approach among early children. Jurnal Cakrawala Pendidikan, 41(1). https://doi.org/10.21831/cp.v41i1.3684 Alizadeh, F., Hashim, M. N., & Amini, R. (2014). Place of teahouse in performance of traditional plays on Iran. 5th International Conference on Humanities, Geography and Economics, 8–10. https://www.academia.edu/27519965/Place_of_Teahouse_in_Performance_of_Traditional_Plays Anggraini, N. P., Budiyono, & Pratiwi, H. (2019). Analysis of higher order thinking skills students at junior high school in Surakarta. Journal of Physics: Conference Series, 1211(1). https://doi.org/10.1088/1742-6596/1211/1/012077 Asari, S., Husniah, R., Ma’rifah, U., & Anwar, K. (2019). Fostering Students’ High Order Thinking Skills through the Use of Interpretation Cards. International Journal of Education and Literacy Studies, 7(4), 17. https://doi.org/10.7575/aiac.ijels.v.7n.4p.17 Astini, B. N., Rachmayani, I., & Zakiyah, N. F. (2022). Identifikasi permainan tradisional untuk meningkatkan perkembangan anak usia dini di kabupaten lombok utara. Jurnal Pendidikan Anak, 11. Aulia, R., & Ngaisah, N. C. (2023). Peran Pendidikan Anak Usia Dini dalam Fungsi Sosialisasi Keluarga di Kelurahan Teluk Merarti. Bunayya: Jurnal Pendidikan Anak, 49–62 Batsaikhan, J., & Kaye, C. (2017). Horse Racing With Sheep Ankle Bones: The Play of Nomadic Children in Mongolia. Journal of Childhood Studies, 42(3), 40. https://doi.org/10.18357/jcs.v42i3.17893 Choi, M.-J., & Sohng, K.-Y. (2018). The Effect of the Intergenerational Exchange Program for Older Adults and Young Children in the Community Using the Traditional Play. Journal of Korean Academy of Nursing, 48(6), 743. https://doi.org/10.4040/jkan.2018.48.6.743 Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (Fifth edition). Pearson. Dima, M. L. B., Daflizar, D., & Ahmadi, A. (2021). The implementation of higher order thinking skills (hots) in english language teaching: The case of Indonesian Senior High School EFL teachers. Journal of English Language Teaching, 8(2), 255–268. https://doi.org/https://doi.org/10.26858/eltww.v8i2.20468 Driana, E., & Ernawati, E. (2019). Teachers’ Understanding And Practices In Assessing Higher Order Thinking Skills At Primary Schools. ACITYA Journal of Teaching & Education, 1(2), 110–118. https://doi.org/10.30650/ajte.v1i2.233 Ersan, Ş. (2017). Arranging play and learning environtment in early years classroom. In I. Koleva. & G. Duman (Ed.), Educational research and practice (pp. 54–64). Sofia: St. Kliment Ohridski University Press. https://www.researchgate.net/publication/322526425_Arranging_Play_And_Learning_Environments_In_Early_Years_Classroom Facione, N. C., & Facione, P. A. (1996). Externalizing the critical thinking in knowledge development and clinical judgment. Nursing Outlook, 44(3), 129–136. Feriver, Ş., Olgan, R., Teksöz, G., & Barth, M. (2019). Systems Thinking Skills of Preschool Children in Early Childhood Education Contexts from Turkey and Germany. Sustainability, 11(5), 1478. https://doi.org/10.3390/su11051478 FitzPatrick, B., & Schulz, H. (2015). Do Curriculum Outcomes and Assessment Activities in Science Encourage Higher Order Thinking? Canadian Journal of Science, Mathematics and Technology Education, 15(2), 136–154. https://doi.org/10.1080/14926156.2015.1014074 Gold, Z. S., Elicker, J., Choi, J. Y., Anderson, T., & Brophy, S. P. (2015). Preschoolers’ Engineering Play Behaviors: Differences in Gender and Play Context. Children, Youth and Environments, 25(3), 1. https://doi.org/10.7721/chilyoutenvi.25.3.0001 Hamdan, A. (2020). Early childhood teachers’ skills in the twenty-first century: A Predictive Study. IUG Journal of Educational and Psychology Sciences, 6, 546–572. https://www.researchgate.net/publication/349604848 Harnadek, A. (2010). Critical Thinking Book Two. California: Midwest Pub. Hashemi, M. R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40(1), 37–47. https://doi.org/10.1016/j.system.2012.01.009 Hastiana, D., & Daliman, D. (2023). Perkembangan Kognitif Usia Pra Operasional dalam Berbagai Perspektif Permainan Tradisional. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 6(6), 4136–4141. https://doi.org/10.54371/jiip.v6i6.1750 Heong, Y. M., Othman, W. B., Yunos, J. B. M., Kiong, T. T., Hassan, R. Bin, & Mohamad, M. M. B. (2011). The Level of Marzano Higher Order Thinking Skillsamong Technical Education Students. International Journal of Social Science and Humanity, 121–125. https://doi.org/10.7763/IJSSH.2011.V1.20 Iswinarti, I., & Suminar, D. R. (2019). Improving Children’s Problem-Solving Skills Through Javanese Traditional Games. Jurnal Cakrawala Pendidikan, 38(3), 578–589. https://doi.org/10.21831/cp.v38i3.25331 JDIH BPK RI. (2003, July 8). UU No. 20 Tahun 2003 tentang Sistem Pendidikan Nasional. https://peraturan.bpk.go.id/Home/Details/43920/uu-no-20-tahun-2003 Kamid, K., Rohati, R., Rahmalisa, Y., Anggo, M., Septi, S. E., Azzahra, M. Z., & Nawahdani, A. M. (2021). Engklek Game in mathematics: How difference and relationship student attitude towards science process skills? Cypriot Journal of Educational Sciences, 16(6), 3109–3123. https://doi.org/10.18844/cjes.v16i6.6500 Kim, M.-S., & Choi, J.-A. (2015). The Effects of a 『Traditional Play Program』 on a Child’s Self-Esteem and Social Competency in a Community Child Center. Korean Journal of Child Studies, 36(6), 39–57. https://doi.org/10.5723/KJCS.2015.36.6.39 Kosasih, A., Supriyadi, T., Firmansyah, M. I., & Rahminawati, N. (2022). Higher-Order Thinking Skills in Primary School: Teachers’ Perceptions of Islamic Education. Journal of Ethnic and Cultural Studies, 9(1), 56–76. https://doi.org/10.29333/ejecs/994 Krathwohl, D. R. (2002). A Revision of Bloom’s Taxonomy: An Overview. Theory Into Practice, 41(4), 212–218. https://doi.org/https://doi.org/10.1207/s15430421tip4104_2 Melianasari, H., & Suparno, S. (2018). The Importance of Traditional Games to Improve Children’s Interpersonal Skill. Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018). Proceedings of the 4th International Conference on Early Childhood Education. Semarang Early Childhood Research and Education Talks (SECRET 2018), Semarang, Indonesia. https://doi.org/10.2991/secret-18.2018.29 Moon, J. (2007). Critical thinking: An exploration of theory and practice. In London: Routledge Falmer. https://eric.ed.gov/?q=21&pg=85&id=EJ984914 Preus, B. (2012). Authentic instruction for 21st century learning: Higher order thinking in an inclusive school. American Secondary Education, 40(3), 59–79. https://eric.ed.gov/?q=21&pg=85&id=EJ984914 Qasrawi, R., & Beniabdelrahman, A. (2020). The Higher And Lower-Order Thinking Skills (Hots And Lots) In Unlock English Textbooks (1st And 2nd Editions) Based On Bloom’s Taxonomy: An Analysis Study. In International Online Journal of Education and Teaching (IOJET) (Vol. 7, Issue 3). https://iojet.org/index.php/IOJET/article/view/866 Resnick, L. B. (1987). Education and learning to think. http://faculty.wiu.edu/JR-Olsen/wiu/common-core/precursor-documents/PersonalUseOnlyEducation and Learning to Think.pdf Roza, D., Nurhafizah, N., & Yaswinda, Y. (2019). Urgensi Profesionalisme Guru Pendidikan Anak Usia Dini dalam Penyelenggaraan Perlindungan Anak. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(1), 277. https://doi.org/10.31004/obsesi.v4i1.325 Sarana, N. V. (2019). The Bildungsdrama and Alexander Ostrovsky’s Plays. Russia: De Gruyter. Slamet, Y. (2020). Upaya Guru Dalam Meningkatkan Kemampuan Motorik Kasar Melalui Permainan Tradisional Egrang Batok Pada Anak Usia Dini (PAUD Melati 4 Jakarta Pusat). SKripsi, Program Studi Pendidikan Agama Islam, Fakultas Tarbiyah, IPTIA, Jakarta. Sujiono, Y. N. (2013). Konsep dasar pendidikan anak usia dini. PT Indeks. Suprapto, E., Fahrizal, F., Priyono, P., & K., B. (2017). The Application of Problem-Based Learning Strategy to Increase High Order Thinking Skills of Senior Vocational School Students. International Education Studies, 10(6), 123. https://doi.org/10.5539/ies.v10n6p123 Tatminingsih, S. (2019). Coloured Stick: Teaching With A Comprehensive Game For Improving Children’s Social-Emotional Ability In Kindergarten. Különleges Bánásmód - Interdiszciplináris Folyóirat, 5(1), 59–65. https://doi.org/10.18458/KB.2019.1.59 Tatminingsih, S. (2020). Perception of kindergarten teachers on the utilization of traditional games in learning in West Nusa Tenggara, Indonesia. In Emerging Perspectives and Trends in Innovative Technology for Quality Education 4.0 (pp. 19–22). Routledge. https://doi.org/10.1201/9780429289989-6 Thomas, A., & Thorne, G. (2010). How to increase higher order thinking. https://www.semanticscholar.org/paper/How-to-Increase-Higher-Order-Thinking-Thomas-Thorne/e1ac293c0dd2aeb6f1d61ed17fde3547cd483bcc UNESCO. (2023). Why early childhood care and education matters. https://www.unesco.org/en/articles/why-early-childhood-care-and-education-matters. Waller, T., Ärlemalm-Hagsér, E., Sandseter, E. B. H., Lee-Hammond, L., Lekies, K., & Wyver, S. (2017). The SAGE Handbook of Outdoor Play and Learning. SAGE Publications Limited.

The Effectiveness of Online Learning as A Form of Critical Pedagogic Transformation: The Perceptions of ECCE Teachers and Parents Jovanka, Della Raymena
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.01

ABSTRACT: Regarding their competence, teachers must be able to improve their professional competence by utilizing technology and communication (ICT) by the demands of 21st-century competence. Furthermore, the nation's problems in the field of education and professionalism include several main problems that require more applicable and quality training for teachers and parents. This research aims to measure the perceptions of ECCE parents and teachers regarding the digital competence (use of technological devices and ability to access the internet) of online learning that they carry out, whether the learning is effective and able to measure children's competence or competence still needs to be improved to make it even better. The method that will be used in this research is quantitative research with a survey method in the form of a questionnaire. Participants are focused on ECCE teachers and parents who have early childhood children, especially kindergartens and elementary school grades 1 and 2 (aged 4 to 8 years). The results of the data analysis, of this research show that both parents and teachers feel face-to-face learning is more effective than online learning. This condition is supported by data that both parents and teachers feel obstacles and doubts that online learning can measure children's competence. Keywords: professional development, digital learning, digital competencies, technology in learning References: Abbas, H. (2015). Straightening the Direction of Education. PT PP Mardi Mulyo. Abbas, H. (2020). Contemporary Issues on Indonesian Education: Expedient Truths. PT PP Mardi Mulyo. Abdallah, A. K. (2018). Parents Perception of E-Learning in Abu Dhabi Schools in United Arab Emirates. 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The International Review of Research in Open and Distributed Learning. 12(3). Aparicio, M., Bacao, F., &; Oliveira, T. (2017). Grit in the path to e-learning success. Computers in Human Behavior, 66, 388–399. https://doi.org/10.1016/J.CHB.2016.10.009 Best, S. J., & Harrison, C. H. (2009). Internet Survey Methods. In L. Bickman & D. J. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (2nd ed.). SAGE Publications, Inc. https://books.google.co.id/books?hl=id&lr=&id=m4_MAwAAQBAJ&oi=fnd&pg=PA375&dq=fowler+2009+survey&ots=ZVUJUrEXyq&sig=ULNAWcDriqjKfOWg9FasuNS39ns&redir_esc=y#v=onepage&q&f=false Billingham, K. A., & Billingham, K. A. (2019). Early Childhood Development. In Developmental Psychology for the Health Care Professions. https://doi.org/10.4324/9780429045141-3 Cheok, M. L., Wong, S. L., Ayub, A. F., &; Mahmud, R. (2017). Teachers' Perceptions of E-Learning in Malaysian Secondary Schools. 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Implementation of Character Education Based on Total Quality Management: Strengthening the Profile of Pancasila Students in Kindergarten Amini, Mukti; Wiyani, Novan Ardy
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.14

This research is applied research that aims to develop and implement a character education action plan based on Total Quality Management (TQM) in the Pancasila student profile in Independent Curriculum in Kindergarten. This research is a qualitative descriptive study, data was collected through Focus Group Discussion (FGD), interviews, observation, and documentation. The results of the research show that TQM-based character education in Tunas Bangsa Kindergarten through the implementation of action plans in Pancasila student profile in the independent curriculum, implemented in learning projects and children's habits, has achieved guaranteed quality of learning. The results of the implementation show that children have achieved guaranteed quality graduates through learning project activities and familiarization with the supporting capacity of skilled teacher human resources, adequate facilities, and infrastructure as well as religious and moral development for adult children. Learning projects and habits are implemented for children to achieve the guaranteed quality of graduates, carrying out daily prayers, carrying out religious ritual practices, praying before and after studying, praying for parents and family, putting on and taking off your shoes, wearing uniform according to schedule, and complete tasks according to the deadline. For further research, it is necessary to carry out research that examines various implementations of character education based on culture or other learning models that attract children's interest and are more comprehensive. Keywords: action plan, early childhood, character education, total quality management References: Ahmad, S., Wasim, S., Irfan, S., Gogoi, S., Srivastava, A., & Farheen, Z. (2019). Qualitative v/s. Quantitative Research- A Summarized Review. Journal of Evidence Based Medicine and Healthcare, 6(43), 2828–2832. https://doi.org/10.18410/jebmh/2019/587 Alannasir, W. (2020). Characteristic-Based Development Students Aspect. International Journal of Asian Education, 1(1), 29–36. https://doi.org/10.46966/ijae.v1i1.18 Angga, A., Suryana, C., Nurwahidah, I., Hernawan, A. H., & Prihantini, P. (2022). Komparasi Implementasi Kurikulum 2013 dan Kurikulum Merdeka di Sekolah Dasar Kabupaten Garut. Jurnal Basicedu, 6(4), 5877–5889. https://doi.org/10.31004/basicedu.v6i4.3149 Ann Cutler, N., Halcomb, E., & Sim, J. (2021). Using naturalistic inquiry to inform qualitative description. Nurse Researcher, 29(3), 29–33. https://doi.org/10.7748/nr.2021.e1788 Brown Wilson, C., & Slade, C. (2020). From consultation and collaboration to consensus: Introducing an alternative model of curriculum development. International Journal for Academic Development, 25(2), 189–194. https://doi.org/10.1080/1360144X.2019.1584897 Fink, C. K. & Philosophy Documentation Center. (2020). Acting with Good Intentions: Virtue Ethics and the Principle that Ought Implies Can. 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Enjoyment benefits adolescents’ self-determined motivation in student-centered learning. International Journal of Educational Research, 103, 101635. https://doi.org/10.1016/j.ijer.2020.101635 Maryani, K., & Sayekti, T. (2023). Pelaksanaan Projek Penguatan Profil Pelajar Pancasila pada Lembaga Pendidikan Anak Usia Dini. Murhum : Jurnal Pendidikan Anak Usia Dini, 4(2), 609–619. https://doi.org/10.37985/murhum.v4i2.348 McCoy, L., Pettit, R. K., Kellar, C., & Morgan, C. (2018). Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach. Journal of Medical Education and Curricular Development, 5, 238212051876513. https://doi.org/10.1177/2382120518765135 Miles, M. B., Huberman, A. M., & Saldana, J. (2018). Qualitative Data Analysis (Fourth Edition). Sage. Nursalam, N., Sulaeman, S., & Latuapo, R. (2023). Implementasi Kurikulum Merdeka melalui Pembelajaran Berbasis Proyek pada Sekolah Penggerak Kelompok Bermain Terpadu Nurul Falah dan Ar-Rasyid Banda. Jurnal Pendidikan Dan Kebudayaan, 8(1), 17–34. https://doi.org/10.24832/jpnk.v8i1.3769 Putri, R. K., Bukit, N., & Simanjuntak, M. P. (2021). The Effect of Project Based Learning Model’s on Critical Thinking Skills, Creative Thinking Skills, Collaboration Skills, & Communication Skills (4C) Physics in Senior High School: 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021), Medan, Indonesia. https://doi.org/10.2991/assehr.k.211110.103 Shalehah, N. A. (2023). Pembelajaran Berbasis Proyek sebagai Bentuk Implementasi Kurikulum Merdeka di Satuan PAUD. Islamic EduKids, 5(1), 14–24. https://doi.org/10.20414/iek.v5i1.7139 Sitorus, J. H. E. (2016). Pancasila-based Social Responsibility Accounting. Procedia - Social and Behavioral Sciences, 219, 700–709. https://doi.org/10.1016/j.sbspro.2016.05.054 Sulhiah, Rahman, & Juanda Prisma Mahendra. (2023). Upaya Meningkatkan Kemampuan Sosial Emosional Melalui Implementasi Proyek P5 Di Paud Al Hamzar. 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The Development of Early Childhood Naturalist Intelligence through Environmental Education Priadi, Agus; Fatria, Erian
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.03

Environmental education exists as a solution to improving the intelligence of early childhood naturalists, but its implementation is often forgotten or only as a hidden curriculum. The purpose of this study is to provide information related to the implementation of environmental education for early childhood to improve the intelligence of early childhood naturalists. The research method used in this study is a qualitative method presented in the form of an in-depth literature review. Literature study efforts are carried out by reading, observing, recognizing, and describing to analyze reading material in the form of related literature as a reference source. The result of this study is that the use of instructional strategies for gardening activities and creative game-based environmental learning can be considered to improve the intelligence of early childhood naturalists. In addition, it was also found that the material often used by educators to improve naturalist intelligence is the introduction of animals and plants. The trend of measuring the intelligence of early childhood naturalists uses many observation sheets, but it is also recommended to use research instruments that have been standardized or published in reputable scientific articles to obtain valid and reliable data. Keywords: environmental education, early childhood, naturalist intelligence References: Adawiyah, A. S. R., &; Dewinggih, T. (2021). Environmental Education in Early Childhood through the provision of trash cans and simulation methods. Proceedings UIN Sunan Gunung Djati Bandung, 1(November), 12–23. https://proceedings.uinsgd.ac.id/index.php/Proceedings Adawiyah, R., Rohyana, F., &; Ashari, M. A. (2019). Development of Naturalist Intelligence through Science-based Project Methods at TK Titipan ilahii rencoong Kelayu Jorong. 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Developing Children's Creativity Through the TikTok Social Media Platform Budiarti, Erna; Kurniati , Kartika Nurwita
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.11

Stimulating children's creativity through social media is important by utilizing platforms that are relevant to their interests and daily interactions. This research aims to determine the benefits of using smartphone technology in stimulating creativity in early childhood through exploratory whipping activities. With the increasing adoption of technology into various aspects of life, including early childhood education, it is important to understand its positive and negative impacts. This research method uses a qualitative approach with a case study approach and focused observation on group B children at RA Al-Islam Petabumi, Seberida District, Indragiri Hulu Regency, Riau Province who are involved in TikTok exploration activities using smartphones. Data collection was carried out through direct observation, interviews, and field notes. This research shows that the use of smartphone technology, especially through applications such as TikTok, can trigger creativity in young children. By taking part in various creative content and challenges on TikTok, children can engage in a process of self-exploration that allows them to develop their creative skills. This shows that social media can be an effective tool for stimulating imagination and innovation in young children. Keywords: early childhood education, creativity, social media TikTok References: Adawiyah, D. P. R. (2020). Pengaruh Penggunaan Aplikasi TikTok Terhadap Kepercayaan Diri Remaja Di Kabupaten Sampang. In Jurnal Komunikasi. https://doi.org/10.21107/ilkom.v14i2.7504 Aditya, B. R., Andrisyah, Ismiatun, A. N., Atika, A. R., & Permadi, A. (2021). Digital disruption in early childhood education: A qualitative research from teachers’ perspective. Procedia Computer Science, 197(2021), 521–528. https://doi.org/10.1016/j.procs.2021.12.169 Aisyah, S., Novita, D., Prastati, T., Chandrawati, T., & Dewi, A. C. (2023). 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Name Wheel Application through Basic ABC Games for Children's Language Development : Lestari, Astri; Pansuri, Fitria Farhani; Sunarsih, Dewi; Fitria, Nila
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.09

Early childhood is an important period for language development. Indonesia, which is still a developing country, still needs to make efforts to improve children's language skills. This research aims to describe the application of the Name Wheel through Basic ABC Games for Children's Language Development. Using a qualitative descriptive approach with participants aged 4 - 5 years, totaling 12 children consisting of 6 boys and 6 girls who were directly involved in the learning. The results of the research show that the development components of language comprehension abilities, in general, begin to grow based on observations made after children play the Basic ABC game using wheel names. A child's ability to pay attention to and understand the instructor's instructions after the spinning wheel stops is one sign that the child has improved their understanding of language. Apart from that, children can also understand the rules when playing the game. It is hoped that this research can help teachers to always innovate in designing learning for children based on children's developmental achievements. Keywords: children's language development, application of the name wheel, basic ABC games References: Elizabeth, H. (1978). Perkembangan Anak. Erlangga. Febryana, E. (2019). Peningkatan Keterampilan Berbahasa Melalui Permainan Tradisional Abc Lima Dasar Pada Pembelajaran Tematik Di Kelas 1 Ar-Rahman MI Ma’arif Setono Tahun Pelajaran 2018/2019. Fakultas Tarbiyah Dan Ilmu Keguruan Institut Agama Islam Negeri Ponorogo. Fitria, N., Amelia, Z., & Nurfadilah, N. (2022). Pengaruh Flashcard Path To Literacy terhadap Kemampuan Literasi Baca Tulis. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 4039–4048. https://doi.org/10.31004/obsesi.v6i5.2236 Hasibuan, R., & Rakhmawati, N. I. S. (2021). Information & Communication Technology in Shaping Character During the Covid-19 Pandemic. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 5(2), 1930–1942. https://doi.org/10.31004/obsesi.v5i2.594 Ita, E., Wewe, M., & Go.o, E. (2020). Analisis Perkembangan Kemampuan Bahasa Anak Kelompok A Taman Kanak-Kanak. Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini, 3(2), 174–186. https://doi.org/10.24042/ajipaud.v3i2.7317 Jurkic, A., Halliday, S. E., & Hascher, T. (2023). The relationship of language and social competence of preschool- and kindergarten-age single and dual language learners in Switzerland and Germany. Early Childhood Research Quarterly, 64(February), 72–83. https://doi.org/10.1016/j.ecresq.2023.02.003 Kandow, T., Dengo, S., & Mambo, R. (2021). Strategi Dinas Perpustakaan Daerah dalam Meningkatkan Minat Baca Masayarakat Kabupaten Bolaang Mongondow Timur. Jurnal Administrasi Publik, 7(109), 34–43. https://ejournal.unsrat.ac.id/v3/index.php/JAP/article/view/35345 Kementrian Pendidikan Nasional RI. (2014). Standar Nasional Pendidikan Anak Usia Dini No 137 Tahun 2014. Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia, 1–76. https://portaldik.id/assets/upload/peraturan/PERMEN KEMENDIKBUD Nomor 137 Tahun 2014 STANDAR NASIONAL PENDIDIKAN ANAK USIA DINI.pdf Khomsiyatun, U. (2019). Pola Pengembangan Literasi Bahasa Pada Anak Studi Kasus Di PAUD Wadas Kelir. JUrnal Metabasa, 1, 29–34. Kuder, S. J., & Hasit, C. (2022). Enhancing Literacy for All Students. Merrill/Prentice Hall. Luthfillah, N., Yusuf Muslihin, H., & Rahman, T. (2022). Analisis Pengembangan Bahasa Dan Kognitif Anak Usia Dini Melalui Metode Bernyanyi. Early Childhood: Jurnal Pendidikan, 6(1), 1–13. https://doi.org/10.35568/earlychildhood.v6i1.2128 Mulyani, N. (2016). Permainan Tradisional Anak Indonesia. Diva Press. Munawar, M., Prasetyo, A., & Pusari, R. W. (2013). Pengembangan Model Pembelajaran Inovatif Melalui Pendekatan In House Training Berbasis Kearifan Budaya Lokal. Jurnal Penelitian PAUDIA, 2(1), 1–13. Muzarkasi, M. (2016). Penerapan Permainan ABC 5 Dasar Dalam Peningkatan Kemampuan Membaca Permulaan Pada Siswa Kelas 1 SDN 1 Kuripan Utara Tahun Ajaran 2015/2016, (2016). Universitas Mataram. Nugraha, D., & Octavianah, D. (2019). Diskursus Literasi Abad 21 di Indonesia. JPE (Jurnal Pendidikan Edutama), 6(1), 59–64. Nurdiansyah. (2019). Media Pembelajaran Inovatif. UMSIDA Press. Pakpahan, R., & Fitriani, Y. (2020). Analisa Pemafaatan Teknologi Informasi Dalam Pemeblajaran Jarak Jauh Di Tengah Pandemi Virus Corona Covid-19. JISAMAR (Journal of Information System, Applied, Management, Accounting and Researh), 4(2), 30–36. Pamungkas, A. H. (2018). Pemanfaatan Experiential Learning Untuk Pembelajaran Berbasis Teknologi Pada Pembelajaran Anak Usia Dini. Jurnal Ilmiah Teknologi Pendidikan, 6(2), 25–45. http://ejournal.unp.ac.id/index.php/e-tech/article/view/101366 Permendikbud, 137. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia, “Peraturan Menteri Pendidikan Dan Kebudayaan Republik Indonesia Nomor 137 Tahun 2014. Menteri Pendidikan dan Kebudayaan Republik Indonesia. https://portaldik.id/assets/upload/peraturan/PERMEN KEMENDIKBUD Nomor 137 Tahun 2014 STANDAR NASIONAL PENDIDIKAN ANAK USIA DINI.pdf. Prayitno, P. (2019). Pembelajaran batik tetes lilin sebagai alternatif teknik membatik sederhana pada mahasiswa PAUD. Jurnal Pendidikan Anak, 8(1), 38–47. https://doi.org/10.21831/jpa.v8i1.26678 Priyanto, A. (2014). Pengembangan Kreativitas Pada Anak Usia Dini Melalui Aktivitas Bermain. Journal.Uny.Ac.Id, 02. Rabiah, S. (2020). Languanges as a Tool for Communication and Cultural Reality Discloser. 1–11. http://slubdd.de/katalog?TN_libero_mab216782845 Rahman, A., Marpaung, E. P., Lubis, H. F., Sinaga, M. N. F., & Nawawi, Z. M. (2021). Pengembangan Literasi Dasar dalam Meningkatkan Minat Membaca dan Menulis pada Anak Usia Dini di Perumahan Indah Permai Desa Petatal. Edumaspul: Jurnal Pendidikan, 5(1), 674–680. https://doi.org/10.33487/edumaspul.v5i2.2009 dan P. Suryani. (2018). Media Pembelajaran Inovatif dan Pengembangannya. PT. Remaja Rosdakarya Offset. Saputra, R. (2023). Cara Menggunakan Aplikasi “Spinning Wheel Names” Agar Guru Semakin Kreatif dalam Mengajar. GuruInovatif. https://guruinovatif.id/artikel/cara-menggunakan-aplikasi-spinning-wheel-names-agar-guru-semakin-kreatif-dalam-mengajar?username=romisaputra Sobur, A. (2017). Filsafat Komunikasi. Remaja Rosdakarya. Sugiyono. (2018). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D. Alfabeta. Suherman. (2016). Buku Saku Perkembangan Anak. EGC. Sumitra, A., Windarsih, C. A., Elshap, D. S., & Jumiatin, D. (2020). Meningkatkan Kemampuan Mengenal Huruf Pada Anak Usia Dini Melalui Metode Bercerita Menggunakan Boneka Jari. 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The Effect of Differentiated Learning Models on the Problem-Solving Abilities of Children Aged 5-6 Years Kurnia, Rika; Syamsuardi, Syamsuardi; Awalia, Ira Reski; Amriani, Sri Rika
JURNAL PENDIDIKAN USIA DINI Vol 18 No 1 (2024): Jurnal Pendidikan Usia Dini Volume 18 Number 1 April 2024
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.181.12

It is important to develop problem-solving abilities in early childhood because in everyday life children will be faced with various problems that must be resolved. Teachers must create a conducive and more creative environment to motivate children to solve problems. This research aims to determine whether there is an influence of the differentiation learning model on the problem-solving abilities of children aged 5-6 years. The research approach used is a quantitative approach with a quasi-experimental design type of research and designing experiments that include an experimental group and a control group. Data collection techniques include tests, observation, and documentation. The data analysis technique used consisted of prerequisite tests and an Independent Sample t-test with a population of 41 children. From the results of the analysis of the Independent Sample T-test, it can be proven that the results of the research hypothesis that has been formulated are that there is a difference in the average problem-solving abilities of children aged 5-6 years because Ho is rejected and Ha is accepted, that is, there is the influence of the differentiation learning model. about the problem-solving abilities of children aged 5-6 years. Researchers propose that instructors who are interested in applying a diversified learning strategy construct a variety of activities to better assess learning and potential based on the research that has been conducted. The inclinations of every student are based on their unique abilities and interests. It is advised that future researchers wishing to perform comparable studies choose tasks that are more suited for monitoring youngsters between the ages of five and six to study their problem-solving skills. Keywords: problem-solving ability, differentiated learning, children aged 5-6 years References: Amini, A., Manangsang, A., Wahyudin, A., Susanti, E., & ... (2023). Application of Differentiated Learning to Increase Active Participation of Class XI Students of SMA Negeri 1 Palembang in Civics Subjects. Innovative: Journal of Social Science Research, 3, 6136–6145. http://j-innovative.org/index.php/Innovative/article/view/1077%0Ahttps://j-innovative.org/index.php/Innovative/article/download/1077/805 Anggraini, W., Nasirun, M., & Yulidesni. (2020). Application of Problem Solving Strategies in Improving Cognitive Abilities in Group B Children. Potentia Scientific Journal, 5(1), 31–39. https://doi.org/10.33369/jip.5.1.31-39 Chen, J., Zou, Y., Sun, Y. H., & ten Cate, C. (2020). On problem solving and the evolution of cognitive abilities through mate choice: a reply to Camacho-Alpízar et al. (2020). Animal Behavior, 165, e5–e7. https://doi.org/10.1016/j.anbehav.2020.05.003 Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Differentiated Learning in the Teacher Mobilization Program in Module 2.1. Basicedu Journal, 6(2), 2846–2853. https://doi.org/10.31004/basicedu.v6i2.2504 Fatmawati, & Latif, MA (2019). Implementation of the Central Learning Model in Amal Insani Yogyakarta Kindergarten. The Golden Age: The Scientific Journal of Early Childhood Development, 4(2), 25–34. https://doi.org/10.14421/jga.2019.42-03 Herman, & Rusmayadi. (2018). The Influence of the Project Method on the Cognitive Abilities of Group B2 Children at Kindergarten Aisyiyah Maccini Tengah. LEARNING: Journal of Education, Teacher Training and Learning, 2(1), 35. https://doi.org/10.26858/pembelajar.v2i1.5430 Herwina, W. (2021). Optimizing Student Learning Needs and Outcomes with Differentiated Learning. Educational Science Perspectives, 35(2), 175–182. https://doi.org/10.21009/pip.352.10 Kristen, H., Susanti, EI, Purnamasari, N., Purba, M., Saad, MY, & Anggaeni. (2021). Differentiated Learning Development Model. Kurniasih, E., & Priyanti, N. (2023). The Effect of Differentiated Learning Approaches on Reading, Writing and Numeracy Literacy Ability. Potentia Scientific Journal, 8(2), 398–408. Lidia, Amri, NA, & Rahmat, MY (2023). Improving Problem Solving Abilities Through Tetris Puzzles in Group B Children of Kindergarten PAUD Tunas Inti Baturappe Center, Biringbulu District, Gowa Regency. 09. https://doi.org/https://doi.org/10.36989/didaktik.v9i3.1587 Marlina, Efrina, E., & Kusumastuti, G. (2019). Differentiated Learning Model to Improve the Social Skills of Children with Special Needs in Inclusive Schools [Thesis.Padang.Special Education, Padang State University]. In the Final Report on Applied Research of Leading Universities (UNP Issues). http://repository.unp.ac.id/27935/1/2019 Final Report on the DRPM Differentiated Learning Model in Inclusive Schools-marlina.pdf Melsianjeline. (2023). The Effect of Storytelling Method Based on Series of Pictures on the Speaking Ability of Children Aged 5-6 Years in Sumarorong Kindergarten. Thesis.Makassar.Early Childhood Education Teacher Education.Makassar State University. Munawwirah, B., Parwoto, & Ilyas, SN (2021). The Influence of the Problem Solving Learning Model with Puzzles on Children's Cognitive Abilities. Journal of Early Childhood Education Thought and Research, 7 (April). https://doi.org/https://creativecommons.org/licenses/by-nc/4.0/ Munawwirah, B., Parwoto, & Ilyas, SN (2021). The Influence of the Problem Solving Learning Model with Puzzles on Children's Cognitive Abilities. Journal of Early Childhood Education Thought and Research, 7 (April). https://doi.org/https://creativecommons.org/licenses/by-nc/4.0/ Miller, P., Betancur, L., Coulanges, L., Kammerzel, J., Vortiba-Drzal, E., Libertus, M., & J. Bachman, H. (2016). Time Spent Playing Predicts Early Reading and Math Skills Through Associations with Self-Regulation. 1(450), 1–26. https://doi.org/https://www.sciencedirect.com/science/article/pii/S019339732200082X Nafisa, MD, & Fitri, R. (2023). Implementation of Independent Curriculum in the Implementation of Differentiated Learning in PAUD Institutions. Journal of Teacher and Learning Studies, 6(2), 179–188. https://doi.org/10.30605/jsgp.6.2.2023.2840 Nuryadi, Astuti, TD, Utami, ES, & Budiantara, M. (2017). Basics of Research Statistics. Busy Media. Pratiwi, AP, Kurnia, R., & Nopiana. (nd). The Influence of the Natural Materials Center Learning Model on the Science and Speaking Ability of Kindergarten Group B Children. Journal of Early Childhood Education, 1, 181–200. https://doi.org/10.21009/JPUD. Pusari, FNU (2018). Analysis of Children's Problem Solving Cognitive Abilities in Playing with Blocks. AUDI Journal, 3(2), 70–79. https://doi.org/10.33061/ad.v3i2.2729 Rista, DP (2020). The Effect of Puzzle Games on the Problem Solving Ability of Children Aged 4-5 Years. PINE: Journal of Learning Innovation Research, 5(2), 1–10. https://doi.org/10.29407/pn.v5i2.14230 Rusmayadi, Mahnur, F., & Tamsi. (2022). Practical Guide to Project-Based Learning for Early Childhood Education (HE Rafiatul Jannah (ed.)). Erlangga. Sakina, N. (2022). Improving Problem Solving Abilities Through Simple Experiments in Children Aged 5-6 Years at the Aisyiyah Bustanul Athfal III Paranga Kindergarten, Bajeng District, Gowa Regency [Makassar Thesis: Muhammadiyah Makassar Early Childhood Teacher Education Department]. At Digilibadmin.Unismuh.Ac.Id. https://digilibadmin.unismuh.ac.id/upload/7854-Full_Text.pdf Sari, YR, Jaya, MTB., & Anggraini, GF (2018). Using Puzzle Media to Improve Problem Solving Abilities in Children Aged 5-6 Years. Childhood Education, 15(1), 165–175. https://core.ac.uk/download/pdf/196255896.pdf Surya, Bachtiar, ME, Herlina, & Syamsuardi. (2021). The Effect of Using Recycled Puzzle Educational Props on Children's Cognitive Development in Kindergarten. Journal of Childhood Education, 7(2), 43–53. https://doi.org/10.23960/jpa.v7n2.22750 Syamsuardi, & Hajerah. (2018). Use of Learning Models in Makassar City Kindergarten. Nursing Journal, 5(2). https://doi.org/http://e-journal.unipma.ac.id/index.php/JPAUD Usage Syaodih, E., Setiasih, O., Romadona, NURF, & Handayani, H. (2018). Developing Early Childhood Problem Solving Abilities in Project Learning in Kindergarten. Journal of Early Childhood Education, 12, 29–36. https://doi.org/https://doi.org/10.21009/JPUD.121 Wahyuti, E., Purwadi, & Kusumaningtyas, N. (2023). Analysis of Problem Solving Abilities through Learning Literacy, Reading, Writing and Counting in Early Childhood. Hornbill: Journal of Education, Language, Literature, Arts and Culture, 3(2). https://doi.org/https://e-journal.upr.ac.id/index.php/enggang/article/download/8730/4535 Wulansari, AD (2016). Application of Parametric Statistics (R. Widyaningrum (ed.)). Felicha Library

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Erie Siti Syarah

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syarah.erie@gmail.com

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