JOURNAL FASCHO : JURNAL PENELITIAN DAN PENDIDIKAN ANAK USIA DINI
Journal Fascho: Jurnal Penelitian dan Pendidikan Anak Usia Dini (E-ISSN. 2808-5310) is an peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of early childhood educatuion. The journal publishes state-of-art papers in fundamental theory, experiments and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion and concise conclusion. As our commitment to the advancement of science and technology, the Journal Fascho follows the open access policy that allows the published articles freely available online without any subscription. Focus and Scope of Journal is research study and analysis related to early childhood education include; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of early childhood, early child development assessment, child development psychology, child empowerment, learning strategy, Educational tool play, instructional media, and innovation in early childhood education.
Gangguan bicara dan bahasa merupakan salah satu masalah perkembangan anak yang sering terjadi, dengan speech delay sebagai salah satu manifestasinya yang paling umum. Speech delay merujuk pada keterlambatan dalam kemampuan anak untuk mengucapkan kata-kata atau membentuk kalimat sesuai dengan usia perkembangan normal. Artikel ini mengkaji secara mendalam aspek-aspek utama speech delay, termasuk definisi, penyebab, diagnosis, serta strategi intervensi yang efektif. Berdasarkan tinjauan literatur terkini, penyebab speech delay dapat meliputi faktor biologis seperti kelainan neurologis, faktor lingkungan seperti kurangnya stimulasi bahasa, atau kombinasi keduanya. Diagnosis dilakukan melalui evaluasi perkembangan oleh ahli kesehatan anak, dengan menggunakan alat seperti tes perkembangan bahasa dan pemeriksaan fisik. Intervensi melibatkan terapi wicara, pendidikan orang tua, dan pendekatan multidisiplin untuk meningkatkan kemampuan komunikasi anak. Hasil penelitian menunjukkan bahwa intervensi dini dapat secara signifikan memperbaiki prognosis, mengurangi risiko gangguan belajar jangka panjang. Artikel ini menekankan pentingnya kesadaran dini dan pendekatan holistik dalam menangani speech delay, guna mendukung perkembangan anak secara optimal.
Copyright (c) 2026 Siti Nirmaya Maulidia Ahmad Tohir https://creativecommons.org/licenses/by-nc-sa/4.0
PERAN LINGKUNGAN SEKOLAH DALAM MEMBENTUK KEMANDIRIAN DAN AKHLAK TERPUJI ANAK USIA DINI DI TKIT PERMATA HATI
This study aims to investigate the influence of the school environment on the development of independence and the inculcation of commendable moral values in early childhood. The research was conducted using a case study approach at TKIT Permata Hati. Early childhood education plays a fundamental role in laying the foundation for optimal and holistic individual development, encompassing cognitive, affective, and psychomotor aspects. During this period, the introduction to Islamic morals is built through habituation, exemplary modeling, and reinforcement from the immediate environment. The findings reveal that the school environment plays a significant role as an educational ecosystem that supports the growth of independence and noble morals through structured activity design. A key finding of the study emphasizes the importance of synergy between teachers and parents in providing consistent role modeling. The continuity of positive habituation activities both at school and at home, along with the utilization of Islamic stories and play activities imbued with moral values, proves effective in strengthening children's understanding and internalization of values. The study concludes that optimizing the role of the school environment, supported by strong collaboration with the family, is a crucial strategy for building the foundation of an independent and morally commendable character from an early age.
Copyright (c) 2025 fatimah asroriah, jenny bintang pramesty https://creativecommons.org/licenses/by-nc-sa/4.0
SOFT POWER PENDIDIKAN ISLAM PADA KARAKTER SUSANTI DALAM FILM UPIN DAN IPIN
Artikel bertujuan mengeksplorasi soft power pendidikan Islam pada karakter Susanti dalam film Upin dan Ipin, dimana peneliti sebelumnya belum membahasnya. Setting penelitian kualitatif dengan analisis deskriptif dipilih guna mendeskripsikan masalah menjadi temuan dari naskah dan tulisan terkait. Hasilnya menunjukkan bahwa karakter Susanti sejatinya merupakan soft power bagi Indonesia pada film kartun Upin & Ipin, melalui bahasa, pengisi suara, dan perilaku religiusnya. Pada serial Upin Ipin episode Ramadhan, Susanti menjadi satu-satunya santri putri yang belajar mengaji di musholla Kampung Durian Runtuh yang diasuh oleh Ustaz Hamzah. Fakta ini menguatkan dominasi karakter Susanti yang religious, mengungguli—atas yang lain. Kebaruan penelitian ini terletak pada fokusnya pada soff power pendidikan Islam yang ditampilkan karakter Susanti pada film animasi Upin & Ipin bagi masyarakat Indonesia.
Copyright (c) 2026 Munawaroh, El Syam , Sriyanto https://creativecommons.org/licenses/by-nc-sa/4.0
STRATEGI PENINGKATAN MINAT BELAJAR ANAK USIA DINI MELALUI LAYANAN BIMBINGAN KONSELING
Kejenuhan belajar pada anak usia dini dapat menghambat perkembangan kognitif, sosial, dan emosional mereka. Oleh karena itu, diperlukan intervensi yang tepat untuk menciptakan suasana belajar yang menyenangkan dan memotivasi anak dalam proses pembelajaran. Penelitian ini bertujuan untuk (1) Menganalisis faktor penyebab kejenuhan belajar pada anak usia dini di TK Muslimat NU Nurul Ummah 29 (2) Menilai implementasi layanan bimbingan konselinguntuk mengurangi kejenuhan belajar pada anak usia dini di TK Muslimat NU Nurul Ummah 29 (3) Menilai manfaat layanan bimbingan konseling terhadap perubahan tingkat kejenuhan belajar pada anakusia dinidi TK Muslimat NU Nurul Ummah 29 Bojonegoro. Metode penelitian yang digunakan adalah pendekatan kualitatif. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan (1) Penyebab kejenuhan belajar pada anak usia dini di TK Muslimat NU Nurul Ummah antara lain adalah faktor-faktor seperti metode pembelajaran yang monoton, rutinitas yang seragam, dan ketidaksesuaian materi dengan perkembangan anak dapat menyebabkan kejenuhan. Selain itu, faktor psikologis, lingkungan sosial, dan kurangnya stimulasi fisik juga berperan dalam menurunkan motivasi anak. (2) Implementasi layanan bimbingan konseling melalui konseling individu, konseling kelompok, dan pendekatan belajar sambil bermain terbukti efektif dalam mengurangi kejenuhan belajar pada anak-anak usia dini di TK Muslimat NU Nurul Ummah 29 (3) Bimbingan konseling berhasil meningkatkan rasa percaya diri anak-anak, yang tercermin dari semangat mereka untuk kembali ke sekolah dan berpartisipasi lebih aktif dalam kegiatan pembelajaran. Anak-anak yang sebelumnya tampak enggan mengikuti pelajaran kini merasa lebih nyaman dan percaya diri dalam menjalani proses belajar. Dengan demikian, layanan bimbingan konseling dapat menjadi alternatif yang efektif dalam menciptakan suasana belajar yang lebih menyenangkan dan mengurangi kejenuhan pada anak usia dini.
Copyright (c) 2025 Hunaynia Wahidah, Luqman Hakim , Moh. Ali https://creativecommons.org/licenses/by-nc-sa/4.0
PEMANFAATAN DAN PENGGUNAAN TEKNOLOGI DIGITAL PADA PENDIDIKAN ANAK USIA DINI
Penelitian ini bertujuan untuk mengkaji pemanfaatan dan penggunaan teknologi digital dalam proses pembelajaran anak usia dini di TK Darussalam 1 Pucangan Kartasura. Dengan pendekatan deskriptif kualitatif, data dikumpulkan melalui observasi, wawancara, dan dokumentasi terhadap guru dan lingkungan pembelajaran. Hasil penelitian menunjukkan bahwa media digital seperti televisi, laptop, dan LCD proyektor digunakan sebagai alat bantu utama dalam kegiatan belajar mengajar. Permainan edukatif dan video pembelajaran menjadi sarana utama untuk mengenalkan materi secara menarik dan menyenangkan. Meskipun teknologi terbukti mampu meningkatkan minat, pemahaman, dan keterampilan sosial anak, penerapannya masih terkendala oleh keterbatasan fasilitas seperti jumlah perangkat yang minim, ruang kelas sempit, dan kurangnya laboratorium komputer. Guru berperan penting dalam mengatur penggunaan teknologi dengan pendekatan klasikal yang melibatkan seluruh anak secara kolektif. Selain itu, guru juga aktif memberikan pemahaman tentang penggunaan teknologi yang sehat, serta mengajak orang tua untuk turut membimbing anak dalam penggunaan teknologi di rumah. Sekolah turut mendukung dengan memberikan pelatihan dan workshop kepada guru. Penelitian ini menekankan pentingnya kolaborasi antara sekolah, guru, dan orang tua dalam menciptakan lingkungan belajar digital yang aman, menyenangkan, dan sesuai dengan perkembangan anak usia dini, serta perlunya peningkatan infrastruktur untuk mengoptimalkan pemanfaatan teknologi digital.
Copyright (c) 2025 Suzeni, Barid, Maharani https://creativecommons.org/licenses/by-nc-sa/4.0
The habituation approach is very effective in the world of education in order to accustom students to repeatedly doing something so that it becomes a habit that is difficult to leave. The research aims to reveal the urgency of habituation for PAUD students. The article is the result of library research with a qualitative approach. The research findings show that implementing habituation consistently and in a structured manner for PAUD students can help children become individuals with character, discipline, and are ready to face challenges in the future. These findings reinforce the importance of habituation for early childhood education. The research recommends that it is important for PAUD managers to make habituation a focus of learning in order to form strong student character. The research provides direction for future research related to the focus of the urgency of habituation for students considering its importance for improving the quality of education, responding to moral degradation, the impact of uncontrolled globalization.
Copyright (c) 2025 Hidayatu Munawaroh, Robingun Suyud El Syam https://creativecommons.org/licenses/by-nc-sa/4.0
PENGGUNAAN “ICE BREAKING “ DALAM MENINGKATKAN KONSENTRASI BELAJAR ANAK USIA 5 - 6 TAHUN
The use of ice breaking to improve the learning concentration of children aged 5-6 years at Ceria Anakku Kindergaten Semarang. The background of this study is that many children aged 5-6 years experience difficulties in maintaining concentration, with many children talking to themselves while the teacher explains, asking many questions during activities, having an unfocused perspective, moving frequently, and even daydreaming. These are characteristics of low concentration in children aged 5-6 years. One of the contributing factors is the lack of innovation in learning activities provided to increase children's concentration. The purpose of this study is to describe the use of ice breaking in improving the learning concentration of children aged 5-6 years. This research is descriptive qualitative research. The data sources consist of TK B1 and TK B2 at TK Ceria Anakku, totaling 30 children. The data in this study were obtained from observations. Chapter II Documentation. The research results indicate that the use of ice breaking can improve the learning concentration of children aged 5-6 years.
Copyright (c) 2026 Annisa dio Ismi, ismatul khasanah, Dwi Prasetiyawati https://creativecommons.org/licenses/by-nc-sa/4.0
Pendidikan Anak Usia Dini adalah suatu upaya penstimulusan dan rangsangan yang dilakukan kepada anak yang baru lahir sampai dengan usia enam tahun yang dilakukan dengan memberi rangsangan pendidikan untuk membantu pertumbuhan dan perkembangan anak, baik jasmani maupun rohani agar anak siap dalam memasuki pendidikan selanjutnya. Anak usia dini ialah kelompok yang berada dalam proses pertumbuhan dan perkembangan yang bersifat unik yaitu pola pertumbuhan dan perkembangan, intelegensi, sosial emosional, bahasa, dan komunikasi yang khusus sesuai dengan tingkat pertumbuhan dan perkembangan anak. Media dalam suatu kegiatan dapat diartikan sebagai segala sesuatu yang dapat digunakan untuk menyalurkan pesan atau isi pelajaran, merangsang pikiran, perasaan, perhatian, dan kemampuan anak sehingga dapat mendorong tercapainya proses kegiatan yang di stimulus oleh guru. Penggunaan media teknologi dapat menimbulkan dampak positif dengan kata lain pemaanfaatan multimedia atau animasi sebagai sarana pembelajaran dan sarana seorang guru dalam melakukan proses kegiatan.
Copyright (c) 2025 Siti Nirmaya Maulidia, Iswardhani Nur Aziziah, Vava Imam Agus Faisal https://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2025 Hidayatu Munawaroh, Robingun Suyud El Syam, Asep Sunarko, Agus Sriyanto https://creativecommons.org/licenses/by-nc-sa/4.0
PERAN SENI TARI DALAM PERKEMBANGAN SOSIAL ANAK USIA DINI
Kindergarten (TK) children are unique individuals and have unique characteristics, both in terms of cognitive, social, emotional, language, physical and motor skills, and are experiencing a very rapid development process. Dance learning is an aesthetic experience for children that can foster creativity and help children's physical and spiritual development. Dance learning for kindergarten age children can be done through one of the elements in dance itself, one of which is the element of time. In the element of time there are elements of tempo, rhythm, accent and duration which can be used to develop aspects of children's development. In its implementation, it is hoped that children can be given active learning to develop aspects of abilities that are appropriate to the child's development. The role of the teacher as a facilitator and motivator in its implementation is very important. Teachers can apply concepts through demonstration methods and direct practice in an interesting and fun learning atmosphere.
Copyright (c) 2025 Hasti Maulidia Hanifa, Fitria Nala Syafila, Vava Imam Agus Faisal https://creativecommons.org/licenses/by-nc-sa/4.0
STIMULASI GURU UNTUK PENGEMBANGAN LITERASI BAHASA ANAK USIA DINI
The purpose of this research is to examine how educators can promote language literacy in children. This research method uses a qualitative approach with a literature review technique on scientific papers, books, and other written materials on the teacher's role in stimulating language literacy in early childhood. Based on the findings of this study, it is clear that everyone must be taught literacy from an early age. Instilling a love of reading and writing in young children helps them build a strong foundation for learning and success later in school. The study concluded that there are 10 components to the teacher's role in fostering language literacy in the early years of a child's life: knowledge and experience; having a basic understanding of literacy; engaging in heated discussions; using books; using the alphabet; training phonological acuity; building a language-rich environment; using various media; assessing children's literacy progress; and working with parents.
Copyright (c) 2025 Dea Dewi Rostiana, Siti Nirmaya Maulidia, Hidayatu Munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
PENGARUH PEMBELAJARAN SENI MENGGAMBAR TERHADAP PENINGKATAN KONSENTRASI PADA ANAK USIA DINI
Pendidikan Anak Usia Dini (PAUD) adalah fondasi penting dalam perkembangan anak, mengasah potensi mereka melalui berbagai kegiatan bermanfaat. Aktivitas seni, khususnya menggambar, memainkan peran krusial dalam pengembangan kognitif dan konsentrasi anak. Artikel ini mengkaji hubungan antara seni menggambar dan peningkatan konsentrasi pada anak usia dini. Melalui pendekatan kualitatif berbasis penelitian pustaka, berbagai teori psikologis seperti Teori Multiple Intelligences, Teori Kognitif Piaget, dan Teori Flow Csikszentmihalyi dijelaskan untuk memahami mekanisme di balik fenomena ini. Temuan menunjukkan bahwa menggambar tidak hanya merangsang kreativitas tetapi juga meningkatkan fokus dan perhatian anak melalui stimulasi sensorik-motorik, keterlibatan emosional, dan struktur proses kreatif. Pendidik dan orang tua dapat memanfaatkan seni menggambar sebagai alat efektif untuk meningkatkan kemampuan konsentrasi dan pengembangan kognitif anak.
Copyright (c) 2025 Alya Fasihah, Sri Wahyu Hidayah, Vava Imam Agus Faisal https://creativecommons.org/licenses/by-nc-sa/4.0
MENINGKATKAN KEMAMPUAN BERBAHASA ANAK USIA DINI MELALUI BERCERITA
This research aims to explore and analyze the effectiveness of storytelling methods in improving the language skills of young children. This method was chosen as the main focus because it has the potential to stimulate language development in critical periods of children's growth. The research was conducted through an experimental approach involving two control and intervention groups consisting of children aged 3-5 years from local kindergartens. The intervention group took part in structured storytelling sessions designed to stimulate language comprehension, vocabulary, and speaking skills. Meanwhile, the control group took part in conventional learning activities without a special focus on storytelling methods. Data was collected through observation, written tests, and interviews with teachers and parents. The results showed a significant improvement in the language skills of the intervention group compared to the control group. Children who engage in the storytelling method show marked improvements in language comprehension, verbal expression, and vocabulary mastery. These findings support the hypothesis that the storytelling method can be effective as a learning approach to improve the language skills of young children.
Copyright (c) 2025 Shafira Ramadhani Amanda Putri, Hasti Maulidia Hanifa, Hidayatu Munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
PERKEMBANGAN SENI ANAK MELALUI GERAK DAN TARI
Perkembangan seni pada anak melalui gerak dan tari adalah aspek penting dalam pendidikan dan pertumbuhan mereka. Gerak dan tari tidak hanya membantu anak-anak mengekspresikan diri secara kreatif tetapi juga memainkan peran kunci dalam perkembangan fisik, kognitif, dan emosional mereka. Melalui aktivitas tari, anak-anak dapat meningkatkan koordinasi motorik, keseimbangan, dan kesadaran tubuh. Selain itu, tari dapat merangsang kemampuan berpikir kritis, memori, dan kemampuan memecahkan masalah. Dalam konteks sosial, kegiatan tari memberikan kesempatan bagi anak-anak untuk berinteraksi dan bekerja sama dengan teman-teman sebaya, yang dapat memperkuat keterampilan sosial dan empati mereka. Penelitian menunjukkan bahwa integrasi gerak dan tari dalam kurikulum pendidikan anak usia dini dapat memberikan manfaat jangka panjang bagi perkembangan keseluruhan anak. Oleh karena itu, penting bagi pendidik dan orang tua untuk mendorong dan mendukung partisipasi anak dalam aktivitas seni, khususnya gerak dan tari, sebagai bagian dari upaya meningkatkan kualitas pendidikan dan kesejahteraan anak
Copyright (c) 2025 Siti Rohmatun, Shofiyatun Najib https://creativecommons.org/licenses/by-nc-sa/4.0
PERKEMBANGAN BAHASA ANAK USIA DINI DAN PENGEMBANGANNYA DI SEKOLAH
Early Aged Children Education (EACE) is a part ofpreshool education. The matter ofthe education, particularly, has been drawn up in government regulation 2003 in the point 28 part I. The regulation stated that EACE is conducted before the elementary education. In developing a language, the teacher needsto have·aknowledge ofthe language development and~he developing oflanguage. Children'slanguage developmenttest inthe periodes. The fIrst periode is the pre-lingustic periode which are 0-2 months ofphonation stage in which children learn pronounce the vocal symbols, 2-4 months ofgoing stage, 4-7 months ofexpansion stage in which children begin to produce some new sounds, 7-10 months of cononical stage, 10-14 months of contractionstage in wihchchildren leamto imitate same soundthey listen to. The second isthe linguistic period. It includes 12month children in holofrase periode in which children are able to express a sentence consisting of3-6 words, 2-3 year childrenmay use the widernouns with the vocabulary of3-50 words, 3 year children have vocabulary of 200-300 words. 4 year children are able to use a langusge with the correctstucture and with the vocabulary of1400-1600words. 5-6 year children have a correct order of language. The technique ofdeveloping language in schools can be: (a) maximizing natural communication for children, (b) considering the silent period on the early ofthe learning program, (c) using the concrete reference so that 2nd language can be comprehendedby children,(d) using themeaning fuul phrase when the teacher is teaching dialogues, (e) avoiding teaching structure to children, (t) avoiding retenng the LI when teaching L2
Copyright (c) 2025 Dina Zuhda Syauqia, Ani Sofiana Istiqomah, Hidayatu Munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
STIMULASI PERKEMBANGAN ASPEK SENI ANAK USIA DINI
This study aims to determine the process of stimulating early childhood art development in Banca Patola Kindergarten, Bouban City. The study applies a qualitative descriptive method in which data is collected through observation, interviews, and documentation. The collected data is analyzed by reducing, presenting, and verifying. The results of the study show that the process of stimulating children's artistic development is carried out with activities such as: (1) humming and singing while doing something, (2) creating with beads, origami paper and natural materials; (3) sanis activities such as mixing colors, finger painting; (4) drawing in various ways and forms: (5) coloring activities. In addition, various stimuli that can be applied to improve the achievement of aspects of artistic development at Banca Patola Kindergarten include (1) the role of teachers in providing support and facilities so that children can listen to the songs they like; (2) teachers always give appreciation in the form of praise; (3) teachers facilitate activities that stimulate children's art: (4) teachers give rewards to children for their achievements in activities
Copyright (c) 2025 Ani Sofiana Istiqomah, Dainty Khusna Victoria Enenti, Vava Imam Agus Faisal https://creativecommons.org/licenses/by-nc-sa/4.0
Early Childhood Education (ECE) serves as a crucial foundation for children's development, honing their potential through various beneficial activities. Artistic activities, particularly drawing, play a vital role in cognitive development and concentration enhancement in young children. This article examines the relationship between drawing and the improvement of concentration in early childhood. Utilizing a qualitative approach based on library research, various psychological theories such as Multiple Intelligences Theory, Piaget's Cognitive Theory, and Csikszentmihalyi's Flow Theory are explored to understand the mechanisms behind this phenomenon. Findings indicate that drawing not only stimulates creativity but also enhances children's focus and attention through sensory-motor stimulation, emotional involvement, and structured creative processes. Educators and parents can utilize drawing as an effective tool to boost children's concentration abilities and cognitive development.
PERKEMBANGAN BAHASA DAN LITERASI ANAK USIA DINI
This article discusses the importance of language development and literacy in early childhood as a foundation for communication and interaction skills in the future. The article examines factors that influence this development, both internal (cognitive, motor, and genetic abilities) and external (environment, media, and technology). The article emphasizes the crucial role of parents and educators in creating a conducive learning environment. Parents can provide appropriate stimulation through rich interactions, while educators can use engaging learning methods that are tailored to the child's development. Collaboration between the two is crucial for achieving optimal results. The article also highlights the importance of digital literacy in the digital technology era. The article uses a descriptive method to delve into in-depth information about language development and literacy in early childhood. Data was collected through direct observation, interviews, and documentary studies. The article concludes that language and literacy development in early childhood requires serious attention from parents, educators, and society. Through collective efforts, children can have a strong foundation in developing their language and literacy skills from a young age.
Copyright (c) 2025 Cindy Aprilia, Alya Fasihah, Hidayatu Munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
MENGGALI DAN MENGAMBARKAN POTENSI KREATIVITAS SENI PADA ANAK USIA DINI
The presence of young children in dance activities is growing rapidly. This can be seen both in formal and non-formal education. However, what is very worrying is that there is no difference in the material presented between adults and children, so that what is presented is not optimal. This happens because the songs or dance movements that are performed do not match the child's level of ability, for example the child's voice or movement area is in accordance with the capacity of the anatomical structure, so what the couple wants to convey is not communicative. To overcome these obstacles, it is necessary to develop creative potential starting from an early age. It can be ensured that if children have been sharpened and cared for from an early age to maximize their potential movement abilities, a number of professional dancers will be born who in turn will become functional dancers. To overcome the above phenomenon, concern from various parties is needed, for example choreographers must produce dances that are appropriate to the level of difficulty of the movements achieved by the children. Art artists who act as instructors must consider materials that are appropriate to children's worlds so that they can display them more smoothly and flexibly. On the other hand, the concern of art observers such as the Cultural Park and the Arts Council is also very much needed in order to provide motivation and control to maintain the quality of the bank of songs or art movements displayed.
Copyright (c) 2025 Firza Hardyn Aira Zahra, Vava Imam Agus Faisal https://creativecommons.org/licenses/by-nc-sa/4.0
PENGEMBANG LITERASI BERBASIS BERMAIN UNTUK MENINGKATKAN KETRAMPILAN KOMUNIKATIF ANAK
Pengembangan literasi berbasis bermain atau Learning by Playing, bermain merupakan dunia bagi anak. Mereka akan mengenali, met persepsi, dan mempelajari berbagai hal melalui bermain. Dalam kegiatan bermain, anak membangun kemampuan literasi nya berdasarkan pengalaman yang di temui saat bermain, dan bahkan anak mampu menceritakan kembali bagaimana pengalamannya saat bermain. Inilah esensi atau hal mendasar dari pra literasi itu sendiri. Penelitian ini bertujuan untuk meningkatkan ketrampilan komunikatif anak dengan menerapkan model pembelajaran literasi berbasis bermain. Jenis penelitian ini adalah penelitian deskriptif. Proses artikel meliputi teknik observasi langsung dan library research. Subjek artikel ini adalah anak usia dini di masa golden age umur 0-5 tahun. Hasil artikel menunjukkan bahwa anak bermain sambil belajar dengan cara yang menyenangkan dan menghibur, dapat mengembangkan potensi anak secara optimal. Penelitian ini menyimpulkan bahwa penggunaan model pembelajaran literasi berbasis bermain untuk meningkatkan kualitas ketrampilan komunikatif pada anak usia dini.
Copyright (c) 2024 Asty Agustin, Fitria Nala Syafila, Hidayatu Munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
PENCAPAIAN PERKEMBANGAN SENI ANAK USIA 0-6 TAHUN
Child after early is them which is have age to under 6 year of is including which still reside in in content which is being in growth process and growth of physical, bouncing, personality and is intellectual of him both for served and also do not serve in institute education of age child early. Growth of art represent wrong human being masterpiece and also kreatig stimulasi, its meaning involve in study art can activate the more areas in brain from at without
Copyright (c) 2024 Dina Rus Septiyaningrum, Cindy Aprilia, Vava Imam Agus Faisal https://creativecommons.org/licenses/by-nc-sa/4.0
Play-based literacy development or Learning by Playing, play is a world for children. They will recognize, perceive, and learn various things through playing. In playing activities, children build their literacy skills based on the experiences they encounter while playing, and children are even able to retell their experiences while playing. This is the essence or fundamentals of pre-literacy itself. This research aims to improve children's communicative skills by implementing a play-based literacy learning model. This type of research is descriptive research. The article process includes direct observation techniques and library research. The subject of this article is early childhood in the golden age aged 0-5 years. The results of the article show that children playing while learning in a fun and entertaining way can develop children's potential optimally. This research concludes that the use of a play-based literacy learning model can improve the quality of communicative skills in early childhood.
PEMANFAATAN MEDIA LOOSE PARTS UNTUK MENGOPTIMALKAN PERKEMBANGAN MOTORIK HALUS ANAK KELOMPOK B TK PANCASILA MUCHTARY 1
The fine motor skills of group B children in Pancasila Muchtary 1 Kindergarten are not optimally developed which can be observed when children cut, write, and draw. The use of loose parts media is expected to help optimize children's fine motor development. The objectives of this study are: (1) to analyze the fine motor development of group B children of Pancasila Muchtary 1 Kindergarten, (2) to analyze the strategies used to optimize the fine motor development of group B children in Pancasila Muchtary 1 Kindergarten, (3) to analyze the use of loose parts media in optimizing the fine motor development of group B children of Pancasila Muchtary 1 Kindergarten. The fine motor skills of group B children in Pancasila Muchtary 1 Kindergarten are not optimally developed which can be observed when children cut, write, and draw. The use of loose parts media is expected to help optimize children's fine motor development. The results of the study were obtained: (1) motor development The subtle group B children in Pancasila Muchtary 1 Kindergarten are not optimally developed which can be observed when children cut, write, and draw. The use of loose parts media is expected to help optimize children's fine motor development. The results of the study were obtained: (1) the fine motor development of group B children developed optimally in accordance with the Child Development Achievement Level Standards which included indicators of drawing freely according to ideas, imitating shapes, using stationery and cutlery correctly, exploring various media and activities, cutting according to patterns, sticking pictures appropriately, and expressing themselves through detailed drawing movements, (2) strategies used by teachers include planning or preparation strategies, learning strategies, and evaluation or assessment strategies, (3) the use of loose parts media is applied by teachers to optimize children's fine motor development through free play activities with parts, including natural materials, plastic materials, metal materials, ceramic materials, fabric materials, packaging container materials, and wood or bamboo materials.
Copyright (c) 2024 Wahyu Putri Prihatin, Elyaum Farihah, Agus Sriyanto, Kuni Fatonah https://creativecommons.org/licenses/by-nc-sa/4.0
This research aims to explore and analyze the effectiveness of storytelling methods in improving the language skills of young children. This method was chosen as the main focus because it has the potential to stimulate language development in critical periods of children's growth. The research was conducted through an experimental approach involving two control and intervention groups consisting of children aged 3-5 years from local kindergartens. The intervention group took part in structured storytelling sessions designed to stimulate language comprehension, vocabulary, and speaking skills. Meanwhile, the control group took part in conventional learning activities without a special focus on storytelling methods. Data was collected through observation, written tests, and interviews with teachers and parents. The results showed a significant improvement in the language skills of the intervention group compared to the control group. Children who engage in the storytelling method show marked improvements in language comprehension, verbal expression, and vocabulary mastery. These findings support the hypothesis that the storytelling method can be effective as a learning approach to improve the language skills of young children
Copyright (c) 2024 hafira Ramadhani Amanda Putri, Hasti Maulidia Hanifa, Hidayatu Munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
Early childhood children are those under 6 years of age, including those still in the womb, who are in the process of physical, mental, personality and intellectual growth and development, whether served or not served in early childhood education institutions. One of the things that needs to be considered in early childhood is literacy. Literacy in early childhood is a child's ability to speak to understand the arrangement of letters or writing. This is an initial introduction to children in their environment where there is writing or an arrangement of letters and vowels that form words such as apple, table, chair and so on.
Copyright (c) 2024 Shofiyatun Najib, Hilda Dwi Agustina, Hidayatu Munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
MENGENAL LEBIH DALAM PERKEMBANGAN BAHASA, EKSPRESI, DAN RESEPTIF PADA ANAK USIA DINI
This article discusses getting to know more deeply about language development, Expression and Receptivity in Early Childhood in learning, development of skills, as well as children’s expertise in understanding and applying new words. This article aims to train and find the impact of implementing children’s learning in early childhood language aspects. The development of language or communication in children is one aspect of a child’s developmental stages that should not escape he attention of educators in general and parents in particular. The acquisition of language by children is the greatest and most amazing human achievement. During early childhood, namely from birth to 6 years of age, he never learned language, let alone specific vocabulary, ut by the end of his early childhood, the average child had stores more than 14.000 vocabulary words. The stages of language development are as follow: 1) stage I (Pre-linguistic). 2) Stage II (Linguistic). 3) stage III (grammar development). 4) Stage IV ( grammar). Aspects of children’s language development consist of: 1)Vocabulary, 2) Syntax (grammar), 3) Semantics.
Copyright (c) 2024 Hidayatu Munawaroh, Dina Rus Septiyaningrum, Firza Hardyn Aira Zahra https://creativecommons.org/licenses/by-nc-sa/4.0
STIMULASI PERKEMBANGAN BAHASA PADA ANAK USIA DINI MELALUI TEBAK KATA
Stimulasi perkembangan bahasa pada anak usia dini merupakan aspek penting dalam pembentukan kemampuan komunikasi. Melalui berbagai metode stimulasi, artikel ini menggali efek positif dari penggunaan tebak kata dalam memperkaya kosakata, meningkatkan pemahaman bahasa, dan merangsang kreativitas anak. Dengan fokus pada pentingnya interaksi verbal positif dan bermain secara edukatif, artikel ini mengusulkan bahwa tebak kata dapat menjadi alat yang efektif dalam membantu perkembangan bahasa anak usia dini. Implikasi praktis dan rekomendasi untuk pengembangan program stimulasi bahasa anak usia dini juga dibahas dalam artikel ini. Penelitian ini bersifat kualitatif, melalui studi pustaka Metode penelitian ini melibatkan analisis teks dari buku-buku yang relevan dengan pengembangan bahasa anak usia dini. Hasil penelitian menunjukkan bahwa penggunaan tebak kata sebagai metode stimulasi dapat signifikan meningkatkan kemampuan bahasa anak, menunjukkan potensi sebagai alat pembelajaran yang efektif pada tahap perkembangan bahasa ini. Penelitian ini memberikan wawasan mendalam tentang bagaimana tebak kata dapat diimplementasikan sebagai metode efektif dalam meningkatkan kemampuan bahasa pada anak usia dini berdasarkan informasi yang terdapat dalam buku-buku sebagai sumber data kualitatif.
Copyright (c) 2024 Birrlinaawaliyati Rizqi, Dainty Khusna Victoria Enenti, Hidayatu Munawaroh, Barrin Putra Azharin https://creativecommons.org/licenses/by-nc-sa/4.0
PERKEMBANGAN KOGNITIF ANAK USIA DINI DENGAN PERMAINAN EDUKATIF
Perkembangan kognitif anak adalah proses mengingat,pengambilan keputusan,dan pemecahan masalah. Potensi kognitif ditentukan pada saat konsepsi (pembuahan ) namun terwujud atau tidaknya tergantung dari lingkungan dan kesempatan yang diberikan. Untuk mengetahui pengertian dari Alat Permainan Edukatif serta mengetahui bagaimana pelaksanaan penerapan pembelajaran dalam meningkatkan aspek kognitif sederhana yang dikembangkan di Kelompok Bermain Mawar Indah. Penelitian ini merupakan penelitian yang menggunakan teknik pengumpulan data dengan observasi. Yang menjadi subjek dari penelitian ini adalah anak usia kurang lebih 4 tahun dan guru pengampunya. Penelitian yang dilakukan adalah tentang Permainan Edukatif yaitu belajar menyusun balok, mengenal warna, mengurutkan angka, dan huruf. Kemampuan mengelola emosi, termasuk untuk memahami perasaan takut, kecewa, sedih, marah dan cemburu. Anak akan belajar mengelola dan memahami perasaan perasaan tersebut. Mengasah kreativitas dan disiplin, biasanya anak akan mengambil peraturan dan pola hidupnya sehari- hari.
Perkembangan kognitif, balok, permainan edukatif.
Copyright (c) 2023 Shofiyatun Najib, Dainty Khusna Victoria E https://creativecommons.org/licenses/by-nc-sa/4.0
PENINGKATAN KEMAMPUAN KOGNITIF ANAK MELALUI KEGIATAN MOTORIK KASAR PADA ANAK USIA DINI
This article reviews improving cognitive abilities through gross motor skills in early childhood in learning to walk, practicing balance and running. This article aims to describe, train and find the impact of implementing children's learning to walk, train balance so they can run in the gross motoric process of early childhood.This type of article is a descriptive article with a naturalistic paradigm. The study instruments are observation and key instruments in research. The sources for this study are the results of interviews with primary school teachers and several books, articles and journals about cognitive and gross motoric development in early childhood. Jean Piaget's theory of cognitive development or Piaget's theory states that intelligence changes as children grow, not only about acquiring knowledge, children must also develop or build their mentality. Then, children learn on their own without influence from parents or older children. Children are motivated to learn by themselves and do not need prizes as motivation. In other words, the way to improve a child's cognitive abilities is by giving him lots of experiences through stimulation.This article reviews improving cognitive abilities through gross motor skills in early childhood in learning to walk, practicing balance and running. This article aims to describe, train and find the impact of implementing children's learning to walk, train balance so they can run in the gross motoric process of early childhood.This type of article is a descriptive article with a naturalistic paradigm. The study instruments are observation and key instruments in research. The sources for this study are the results of interviews with primary school teachers and several books, articles and journals about cognitive and gross motoric development in early childhood. Jean Piaget's theory of cognitive development or Piaget's theory states that intelligence changes as children grow, not only about acquiring knowledge, children must also develop or build their mentality. Then, children learn on their own without influence from parents or older children. Children are motivated to learn by themselves and do not need prizes as motivation. In other words, the way to improve a child's cognitive abilities is by giving him lots of experiences through stimulation.
Copyright (c) 2023 Asty Agustin, Firza Hardyn Aira Zahra, Hidayatul Munawaroh https://creativecommons.org/licenses/by-nc-sa/4.0
Science is not just a collection of facts/knowledge about our world, but there is also a process of observing, note down, analyze, combine with other information, and also make conclusions. Science is an approach to learning that includes the process of finding (inquiry), looking for facts and discuss to increase engagement child so that the child enters the level of ability higher. Playing science in early childhood is one of them activities to develop developmental aspects, and the potential that children have. Science learning train children's ability to recognize various things object symptoms and event symptoms. Children are trained to see, touch, smell, feel, hear and taste. More involvement of the senses In learning, children increasingly understand what is studied. Children gain new know ledge from the results of his sensing with various existing objects surrounding.
Copyright (c) 2023 JOURNAL FASCHO : JURNAL PENELITIAN DAN PENDIDIKAN ANAK USIA DINI https://creativecommons.org/licenses/by-nc-sa/4.0