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The Effect of the Application of the Problem Based Learning (PBL) Learning Model on Early Childhood High Order Thinking Skill (HOTS): A Quasi-Experimental Study
Get PDFThis study aims to investigate the effect of the application of the Problem Based Learning (PBL) learning model on higher order thinking skills (HOTS) in early childhood. This study used a pre-experimental design with the One Group Pretest-Posttest model, involving 15 children aged 5–6 years in a private kindergarten in the Gatot Subroto area. The PBL model is applied through activities that allow children to observe phenomena, identify problems, design solutions, and draw conclusions independently. Data collection was carried out through observation of high-level thinking skills at two stages, namely before and after PBL treatment. The results of descriptive statistical analysis showed an increase in the average score from the pretest by 26.67 to 52.53 in the posttest. The Wilcoxon Signed-Rank test showed a significance value (2-tailed) = 0.001 < 0.05, which indicates a significant effect of the application of PBL on the improvement of children's high-level thinking skills. These findings suggest that PBL is effective in developing analytical, critical, and creative thinking skills in early childhood. The implication of the results of this study is the need to integrate problem-based learning models in the early childhood education curriculum as a strategy to optimize cognitive development and children's readiness to face future challenge
The Effectiveness of Utilizing the Reading House Media in Fostering Reading Interest among Early Childhood Learners
Get PDFThis study aims to examine the effectiveness of utilizing rumah baca (reading house) media in fostering reading interest among early childhood learners. Designed as an interactive learning tool, the reading house supports both cognitive and affective development through engaging reading activities. The research was conducted at TKIT Al-Karima, located in Kubu Raya, West Kalimantan, using a descriptive quantitative approach with a one-group pretest-posttest design. The sample consisted of 15 children aged 4–5 years from class A2. Data collection involved administering a pretest, implementing the reading house media as the treatment, and conducting a posttest. The results were analyzed using a paired sample t-test via SPSS software. The analysis revealed a t-value of 4.342 at a 0.05 significance level, with the critical t-table value being 1.013. Since the calculated t-value exceeded the critical value (4.342 > 1.013), and the significance (2-tailed) was 0.001 (< 0.05), the findings indicate a statistically significant improvement between pretest and posttest scores. Furthermore, interviews with teachers showed that the use of the reading house media increased children's enthusiasm for reading, boosted their self-confidence, and enhanced their active participation in the learning process. These results suggest that the reading house is an effective medium for improving both reading interest and ability in early childhood education settings
The Correlation between Maternal Beliefs about Children’s Play and Children’s Play Preferences Based on Maternal Educational Background in Jember Regency
Get PDFParental beliefs have a valuable influence on children’s play and learning experiences at home. This study aimed to analyze the correlation between maternal beliefs about children’s play, children’s play preferences, and maternal educational background as a variable that controlled both aspects. The respondents of this study were 125 mothers of children aged 5-6 years in Jember (49% boys and 51% girls). Data were analyzed using the partial correlation method to measure the correlation between these variables. The results showed that maternal beliefs had a very weak and insignificant correlation with children’s play preferences, with a correlation value of 0.073 and a significance (2-tailed) of 0.422 (p>0.05). Maternal education background had a weak but significant correlation with maternal beliefs (correlation = 0.207; significance = 0.021) (p<0.05), and maternal education background had a low and insignificant correlation with children’s play preferences (correlation = 0.076; significance = 0.401). In addition, it was found that when the maternal education background was controlled, maternal beliefs had a very weak correlation with children’s play preferences. So, the maternal education background is not a controlling variable that influences this correlation (correlation = 0.058; significance = 0.520). This finding indicates that maternal education background is not the primary variable that has a relationship in shaping maternal beliefs about children’s play and children’s play preferences in early childhood. This finding emphasizes children’s academics, even though mothers understand the value of play
Transition Management Towards Merdeka Curriculum at Early Childhood Education Not School Mover (Case Study 5 Kindergartens Jepara)
Get PDFThis research examines the transition of merdeka curriculum at early childhood education in 5 kindergarten institutions in Jepara city. The research focus of this study includes transition management of merdeka curriculum, implementation of transition management of merdeka curriculum, and supporting and inhibiting factors. The findings of this research are that in implementing transition management to merdeka curriculum, the curriculum is designed contextually so that it makes it easier for educators to implement it. In addition, the planning process must involve related parties so that it can support the implementation of an effective and efficient transition of merdeka curriculum. Supporting factors include stakeholders and organizations such as IGTKI, KKG, and groups that facilitate training or discussions related to the merdeka curriculum, cooperation between educators, and collaboration between parents. The conclusion of this research is that transition management of merdeka curriculum at early childhood education makes a significant contribution to institutions that are still confused about deciding on the transition to merdeka curriculum
Development of Storytelling-based Learning in Stimulating Children's Receptive and Expressive Language
Get PDFThis study aims to develop an innovative and effective storytelling learning method to stimulate receptive and expressive language skills in early childhood. The main issue faced at Doa Ibu Early Childhood Education Kindergarten, Makassar is the low receptive and expressive language abilities of the children. The study uses a qualitative approach with the Lesson Study method, implemented over two cycles, involving 15 children. Data were collected through observation, interviews, and documentation. Data analysis was conducted using descriptive methods and the calculation of descriptive statistics with N Gain to assess the effectiveness of the learning. In the first cycle, audio-visual media was used in storytelling learning but was not effective in capturing the children's attention until the end of the story. The second cycle introduced an interactive approach by combining video visuals and hand puppets, which increased participation and active learning. The results of the study show that the combination of video-visual media and hand puppets in three learning steps— tonton cerita (watch the story), ulas cerita (review the story), and ekspresikan cerita (express the story)—abbreviated as TRUE Storytelling, proved to be an effective method for enhancing children's receptive and expressive language abilitie
Influence of Parenting Style and Peer Acceptance on Early Childhood Interpersonal Skills
No full textParenting styles and peer acceptance significantly influence the development of interpersonal skills in young children. The support provided by both parents and peers plays a crucial role in helping children adapt and integrate into social environments during the preschool years. The aim of this study is to examine whether parental parenting styles and peer acceptance have an effect on the interpersonal skills of young children in Pati Regency. This research employs a quantitative approach with an ex-post facto design, specifically using a causal-comparative research model. The study's population includes children aged 4-6 years, their parents (either fathers or mothers), and teachers working at Raudlatul Athfal institutions in Pati Regency. The sample consists of 99 parents and 92 teachers, selected through cluster sampling. Data analysis was conducted using linear regression with SPSS for Windows. The findings indicate that both parental parenting styles and peer acceptance have a positive and significant impact on the interpersonal skills of young children in Pati Regency, with a coefficient of determination (R Square) value of 27%
Exploration of Parents' Perceptions of Nutrition Intervention Programs in Improving Early Childhood Cognitive and Social Development: A Case Study at an Early Childhood Institution
Get PDFThis study aims to explore parents' perceptions of nutrition intervention programs in supporting the cognitive and social development of early childhood at the An Nur Early Childhood Education Institution in Malang Regency. This study uses a qualitative approach with a case study design and involves 10 parents selected through purposive sampling based on their level of active participation in the program and diversity of backgrounds. Data were collected through semi-structured in-depth interviews, direct observation of daily PAUD activities, and program documentation. Analysis was conducted using thematic analysis techniques to identify patterns and main themes. The results of the study indicate that parents perceive various benefits from the nutrition intervention program, including improved immune system, learning concentration, and children's social skills such as sharing and empathy. However, challenges remain, particularly in maintaining healthy eating patterns at home. Parents also suggested nutrition training, cooking activities, and regular health check-ups as forms of ongoing support. This study emphasizes the importance of a collaborative approach between parents, teachers, and institutions in the success of nutrition intervention programs, and provides practical contributions for PAUD institutions seeking to adopt similar approaches
Analysis of Inclusive Education Services in Early Childhood Education Institutions of the PESAT Foundation in Central Java
No full textInclusive education in Early Childhood Education aims to ptovide equal opportunities fot children with special needs to be able to learn with other children and develop their potential from an early age. This study aims to examine inclusive education servises in the Early Childhood Education of the PESAT Foundation in Central Jawa, focusing on five kindergartens: TK Kristen Pniel Terpadu, TK Kristen Imanuel Terpadu, TK Kristen Benih Kasih Terpadu, TK Kristen Petra Terpadu, and TK Kristen Sion Tridamarsari. This study uses a type of quantitative research with questionnaires as a data collection tool. The data analysis method use in this study is a SWOT analysis conducted with EFAS and IFAS calculations. This includes shecking Strengths, Weaknesses, Opportunities, and Threats. The results of the study can be obtained by conducting a SWOT analysis based on IFAS and EFAS, followed by calculations using AFE and IFE. The Results of the study obtained results with this SWOT approach, the position of Early Childhood Education of the PESAT Foundation in Central Jawa is in quadrant I, namely using a growth (growing) strategy. This position indicates the application of a growth strategy or a progressive strategy. Based on the results obtained, it can be concluded that inclusive education services implemented by schools have greater strengths than weaknesses and greater opportunities than treats, thus supporting progressive growth policie
Alphabet Mystery Box Media to Improve Early Reading Literacy in Early Childhood
Get PDFThe purpose of this study was to determine the effect of using the alphabet mystery box media on early reading skills in early childhood. The literature review was conducted using Google Scholar, Google Search, hyperlinks, and ResearchGate. A total of 13 peer-reviewed publications, dated between 2020 and 2024, were included in the review, which included studies in English and Indonesian. Data analysis used content analysis to examine findings related to the Alphabet Mystery Box media and its effect on early childhood reading skills, contextualized in relevant theories and previous research. The results of the study indicate that early reading skills through the use of alphabet box media for early childhood have a significant impact on early literacy skills. The use of "magic box" learning media can improve children's cognitive and language skills, including recognizing numbers, alphabets, and colors. This article aims to optimize the reading skills of children aged 0-6 years, which is considered a critical developmental period. This study can assess how integrating traditional and digital media affects the engagement and effectiveness of early reading instruction
Implementation of Reading, Write and Counting Learning Using the Montessori Method in Early Children
Get PDFThe research results show that the Montessori approach is effective in increasing the interest and ability of young children in learning Calistung. Children seem more independent and able to learn at their own pace. Teachers act as facilitators who guide children when needed, but most children carry out learning activities independently. The use of props such as sandpaper letters and number rods helps children develop a deeper understanding of letters and numbers. The Montessori method is an educational approach that emphasizes children's independence in the learning process, and provides opportunities for young children to learn at their own pace and interests. In the context of learning to read, write and count for early childhood, this method integrates the use of teaching aids specifically designed to support children's cognitive, motor and sensory development. The following is the implementation of Calistung learning using the Montessori method at the Radantha Montessori Pekanbaru tutoring, namely creating a structured environment, using interesting teaching aids, individual approaches and independent learning, learning through exploration and direct experience, holistic learning, and evaluating children's progress. Montessori emphasized that each child has a different learning style, and therefore, Calistung learning is done individually. Children are given the freedom to choose teaching aids that are appropriate to their level of development, so that they can learn to read, write and count in the most effective way for them. The teacher acts as a facilitator who observes the child's development and provides guidance if necessary, but does not force certain learning methods