Asian Journal of Early Childhood and Elementary Education

Pengaruh Kegiatan Kolase dengan Pemanfatan Bahan Alam terhadap Keterampilan Motorik Halus Anak di Taman Kanak-kanak Aisyiyah Koto Baru Maninjau Kabupaten Agam

2024-08-20T22:22:32+00:00

Early childhood education basically aims to support all aspects of child development. Teachers have various methods to stimulate children's fine motor development. One effective way is to utilise natural materials such as leaves, corals, stones, seeds and coconut pulp. These materials have the potential to be utilised in the creation of many artworks, encompassing collage techniques. The objective of this study was to eval_uate the influence of artistic activities involving natural materials on the refinement of children's fine motor skills at Aisyiyah Koto Maninjau Kindergarten in Agam Regency. The study employed a quantitative methodology utilising a pre-experimental design, specifically a one-group pretest-posttest strategy. The study showcased the efficacy of utilising natural materials in collage to enhance children's fine motor abilities. The post-test findings showed that collage using natural leaves was beneficial. The comprehensive study revealed an average N-Gain score of 7.87, which was categorised as high. The N-Gain percentage reached 78.7%, indicating a significant level of effectiveness. In conclusion, collage activities utilising natural materials proved effective in improving children's fine motor skills.

Meninjau Kemandirian Anak Usia Dini melalui Gaya Pengasuhan Demokratis di PAUD As-Sa’adah Kota Cilegon

2024-09-05T09:20:24+00:00

This study aims to examine the influence of democratic parenting styles on the independence of early childhood in schools, highlighting the factors that support the development of such independence. The background of this research stems from the importance of independence in early childhood as a foundation for future academic and social success. Democratic parenting, characterized by open communication, children's participation in decision-making, and respect for their needs and feelings, is hypothesized to play a significant role in fostering children's independence. Using a qualitative method with in-depth interviews, the research findings indicate that children raised with democratic parenting are more capable of making their own decisions, showing initiative, and having higher responsibility in school. The discussion of this study emphasizes that in addition to parenting style, factors such as a supportive school environment, active teacher involvement, and collaboration between parents and the school also play an important role in shaping children's independence. The conclusion of this study affirms that the implementation of democratic parenting and a supportive school environment is crucial in developing early childhood independence. Recommendations are given to parents and teachers to strengthen communication and collaboration in supporting children's independence in school, to ensure their readiness in facing future educational challenges.

Upaya Meningkatkan Perilaku Toleransi pada Anak Usia 5-6 Tahun melalui Film Animasi di RA Kartini Sei Rampah

2024-09-05T13:15:28+00:00

This study aims to determine the improvement of tolerance behavior through animated films at RA Kartini Sei Rampah, addressing various problems and solutions. To collect data, the author used classroom action research methods. The research was conducted in two cycles, each consisting of four stages: planning, action/implementation, observation, and analysis/action. The sample consisted of 20 students. Using animated films as a medium can improve tolerance behavior in children aged 5-6 years at RA Kartini Sei Rampah during the 2023/2024 academic year. This is shown by the results of pre-action observations, which revealed that 2 children, or 25%, were beginning to develop tolerance behavior, while 15 children, or 75%, had not yet developed. In the first cycle, the number increased to 10 children, or 50%, who developed as expected, 8 children, or 40%, who were beginning to develop, and 2 children, or 10%, who had not yet developed. In the second cycle, the results improved further, with 7 children, or 35%, developing very well, 11 children, or 55%, developing as expected, and 2 children, or 10%, who were beginning to develop. The results of this study show that animated films can enhance children's tolerance behavior.

Penerapan Media Film Animasi dalam Meningkatkan Kemampuan Agama Anak Usia 5-6 Tahun di RA Al-Barkah Medan Helvetia

2024-09-11T09:35:30+00:00

This research was conducted at RA.Al-Barkah Medan Helvetia, Medan City, where initially during the pre-cycle phase, researchers observed a lack of religious knowledge among 5-6 year-old children at RA. Al-Barkah. This was attributed to the limited use of media in learning. Therefore, the researchers initiated a study titled "The Implementation of Animated Film Media in Enhancing the Religious Knowledge of 5-6 Year-Old Children at RA. Al-Barkah Medan Helvetia." The research questions were summarized into three points: assessing the children's religious knowledge before watching animated films, examining the implementation process of animated films in enhancing the religious knowledge of children aged 5-6 years at RA. Al-Barkah, and evaluating whether the children's religious knowledge improved after watching these animated films. The research design adopted was Classroom Action Research, consisting of four cyclic stages: (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection. The researcher prepared instruments to facilitate the observation of the children's religious knowledge. The results of the study, involving 20 participants, showed that 2 children (10%) were categorized as Developing Very Well (DVW), 14 children (70%) as Developing As Expected (DAE), 4 children (20%) as Starting to Develop (STD), and none were categorized as Not Developing Yet (NDY). The steps taken to increase a child's religious abilities are: Opening activities, core activities, and closing activities. Active guidance is provided during the core activities, and recognition is given during the closing activities.