Nak-Kanak Journal of Child Research

Efektivitas Kegiatan Ecoprint pada Anak Usia 5-6 Tahun: Stimulasi Peningkatkan Kreativitas Anak

2024-10-18T07:12:03+07:00

The low creativity of early childhood children at TK Negeri Pembina Bangkalan is caused by teacher-dominated learning, monotonous learning materials, and the use of tools and equipment that are less engaging. Additionally, classroom activities are not interesting and do not involve environmental resources. The purpose of this study was to improve the creativity of children aged 5-6 years through ecoprint activities at TK Negeri Pembina Bangkalan. This study employed an experimental method with a Pre-Experimental Design (Non-Designs), specifically using the One Group Pretest-Posttest Design. The population of this study consisted of all children in Group B at TK Negeri Pembina Bangkalan, totaling 33 children, with the sample also consisting of 33 children. Data collection methods included observation, interviews, and documentation. Based on the results of the analysis conducted through the pre-test, treatment, and post-test stages, the findings on the effectiveness of ecoprint techniques in developing creativity in children aged 5-6 years at TK Negeri Pembina Bangkalan showed that in the pre-test, 100% of children were categorized as "beginning to develop". In contrast, the post-test results showed that 48% of children were categorized as "developing as expected" and 52% were categorized as "developing very well". The N-Gain Score was 0.7368, which reflects the difference between the pre-test and post-test results. This indicates that the effectiveness of ecoprint activities in increasing the creativity of children aged 5-6 years at TK Negeri Pembina Bangkalan is 73%, which falls under the category of "moderately effective." The findings of this study contribute to offering an alternative activity to foster creativity in early childhood

Permainan Tradisional Boy-Boyan: Upaya Peningkatan Kemampuan Mengenal Angka dalam Bahasa Madura

2024-10-30T13:53:33+07:00

The study aims to determine the development of number recognition skills in Madurese language for children aged 5-6 years and to assess the percentage improvement in number recognition skills in Madurese among Group B children at Tanjung Jati Kindergarten through the traditional game "boy-boyan" during the 2022/2023 academic year. The research method used is Classroom Action Research (CAR) based on the Kemmis and McTaggart model. The classroom action research was conducted in four cycles, each consisting of four stages: planning, implementation, observation, and reflection. The subjects and data sources for this study were Group B children at Tanjung Jati Kindergarten, totaling 9 children, consisting of 3 boys and 6 girls. Data collection techniques in this study included observation and documentation. The data analysis techniques used were qualitative and quantitative analysis. The results of the classroom action research show an improvement in the children's ability to recognize numbers in Madurese at each stage. This can be seen from the pre-cycle results, where the children's speaking ability was generally in the "Starting to Develop" category at 38.95%. No children had reached the "Developing as Expected" or "Developing Very Well" categories. However, after the learning process through the traditional game of "boy-boyan," there was an increase in speaking skills. In cycle 1, the children's speaking ability reached the "Developing as Expected" category at 70.4%. In cycle 2, their speaking ability reached the "Developing Very Well" category at 88.9%. Based on the results of this classroom action research, the teacher was able to improve the children's ability to recognize numbers in Madurese in Group B at Tanjung Jati Kindergarten through the traditional game "boy-boyan."

Pembentukan Karakter Islami Anak Usia Dini: Tinjauan Peran Pendidik

2024-11-11T10:46:37+07:00

This study explores the role of educators in instilling Islamic character in early childhood through the habituation of daily prayer memorization. The main issue identified is the lack of structured Islamic character education and the minimal habituation of daily prayers as part of moral education. This is often due to a lack of understanding and effective strategies from educators in applying Islamic character education. The aim of this research is to examine the role of educators in shaping Islamic character in young children through the habituation of daily prayer memorization and to explain how this practice can be applied based on the teachings of the Qur'an and Hadith. A phenomenological approach was used, with data collection techniques including observation, interviews, and documentation. Primary data was sourced from the Qur'an, Hadith, and supporting materials such as journals, books, and articles. The research findings indicate that Islamic character education aims to develop children with Qur'anic morals and good habits in their daily lives. The habituation of daily prayers, such as those taught by the Prophets, can be incorporated into daily routines with the guidance of educators. The role of the educator is crucial, including gathering the prayers to be memorized, providing explanations, setting a good example, and motivating children who struggle with memorization. Furthermore, educators collaborate with parents to ensure the continued practice of daily prayers at home. The implications of this study emphasize the importance of Islamic character education through daily prayer memorization as a foundation for moral development in early childhood and encourage educational institutions to integrate Islamic character education into their curricula to shape a Qur'anic character in future generations.

Pemetaan Profil Anak Berkebutuhan Khusus di PAUD dan Implikasinya dalam Pendekatan Child-Centered Learning

2024-11-11T11:07:47+07:00

Children with special needs often require tailored learning methods to support their cognitive, physical, sensory, social-emotional, and behavioral development. Despite the importance of inclusivity in education, early childhood education (ECE) institutions face challenges in creating effective and inclusive learning environments due to limited resources, inadequate teacher training, and a lack of adaptive curriculum frameworks. Understanding the specific needs of these children through detailed profiles can help guide teaching practices and support their academic and social-emotional growth. This research aims to map the profiles of children with special needs in ECE based on a comprehensive literature review and analyze how these profiles can inform child-centered educational approaches. Using a library research methodology, the study synthesizes information from books, academic journals, and other relevant sources to build a comprehensive profile of common special needs categories in ECE. The findings reveal patterns in the prevalence of specific needs and highlight early indicators of developmental challenges. The study emphasizes the need for a responsive and inclusive educational environment, where teaching methods are adapted to meet the unique needs of each child. Recommendations include targeted training for educators on adaptive teaching strategies and inclusive classroom management, as well as advocating for resource allocation to improve supporting infrastructure. Additionally, the study suggests that policymakers consider using profiling tools as an essential component of early childhood education, enabling early identification and support for children with special needs. By integrating these practices, ECE institutions can enhance educational outcomes for all students, fostering a more inclusive learning culture that benefits children with diverse developmental needs.

Progam Entrepeneur Anak Usia Dini: Sebuah Analisis dalam Mengembangkan Sosial Anak

2024-11-20T15:11:13+07:00

This study aims to analyze the impact of entrepreneurship activities based on the market day program in developing social skills in early childhood at TK Muslimat NU Darunnajah Kamal Bangkalan. The research adopts a qualitative approach, with data collection through observation, interviews, and documentation at the school. The data sources include literature as well as field data, which involve the school principal, teachers, and the children. Data analysis is conducted using the model developed by Miles and Huberman. The findings indicate that the market day program has a positive impact on developing children's social skills. Interactions between children and buyers or peers, such as negotiating, sharing, and resolving conflicts, enrich their social experiences. These activities help children develop important social skills, including empathy, communication, and teamwork. Additionally, the program promotes improvements in self-confidence, as children gain a sense of achievement through their involvement in entrepreneurial activities. By taking on tasks such as selling and managing products, they learn to interact effectively with others. Moreover, the market day program introduces basic entrepreneurial concepts to children. These concepts teach values such as hard work, responsibility, and appreciation for others' efforts. Children begin to understand the importance of working together to achieve goals and the rewards that come from collaboration and perseverance. This study contributes empirical evidence on the positive effects of the market day program in fostering social skills in young children. The findings can serve as a valuable reference for early childhood education institutions in designing programs that promote both social and emotional development. Additionally, the research highlights the potential of incorporating entrepreneurship education into early childhood curricula, offering an innovative approach to enriching teaching methods and preparing children for future challenges.