PAUD Teratai 2024-02-28T01:45:31+00:00 Nur ika sari Rakhmawati Open Journal Systems <p>Jurnal Online Program Studi S-1 Pendidikan Guru Pendidikan Anak Usia Dini - Fakultas Ilmu Pendidikan UNESA</p> PENGEMBANGAN MEDIA PEMBELAJARAN AVO TERHADAP KEMAMPUAN KOSA KATA BAHASA INGGRIS ANAK 2023-12-05T05:42:32+00:00 Emiliana Fitri Widyawati <p><em>As a result of the study’s difficulties, no AVO media for children’s English language proficiency have been developed. The intent of this study was to measure the process of developing English vocabulary with AVO learning media for children, the feasibility of AVO learning media for children, and the effectiveness of AVO learning media for children. Development, additionally referred to as R&amp;D (Research and Development), is the research method. ASSURE (Analyze learners, State objectives, Settle on techniques, media, and materials, Use media and materials, Require learners participation, evaluate, and revise) is the model that is employed. ASSURE connects both technology and educational media to implement learning. The instruments used for the stud’s pretest, posttest, and children’s assessment sheets, as well as material validation sheets, and media validation sheets. 30 kids from the Tunas Bangsa Kindergarten in Geger, Lamongan, served as the study’s subjects. Ways of gathering data in the form of questionnaires and observation. The result of the assessment by experts obtained a percentage of 92,5% from media experts, while material experts obtained a percentage of 92,5%. The results of product effectiveness determine the value of Asymp. Sig = 0,00 </em>&lt; &nbsp;=<em> 0,05, then H<sub>1</sub> is accepted and H<sub>0</sub> is rejected. Therefore, it can be concluded that there are differences before and after using AVO learning media in children’s English vocabulary abilities.</em></p> <p><strong><em>Keyword </em></strong><em>: AVO Learning Media, Based on Android, English Proficiency</em></p> <p><em>&nbsp;</em></p> 2023-12-05T05:42:32+00:00 ##submission.copyrightStatement## PENGARUH MEDIA BOLA TANGKAP TERHADAP KEMAMPUAN MOTORIK KASAR ANAK USIA 4 – 5 TAHUN 2024-02-12T08:00:59+00:00 Samantha Ruth Delaneira Lubis <p>Penelitian ini bertujuan untuk mengetahui dampak media bola tangkap terhadap perkembangan kemampuan<br>motorik kasar anak usia 4 – 5 tahun pada anak kelompok B TK Negeri Pembina Surabaya, yang<br>dilatarbelakangi oleh rendahnya kemampuan bermain bola tangkap terhadap anak. Penelitian ini<br>menggunakan pendekatan kuantitatif menggunakan jenis one group pretest – post test. Penelitian ini<br>merupakan penelitian populasi dan sampel penelitian adalah anak kelompok B TK Negeri Pembina Surabaya<br>yang berjumlah 30 anak yang terdiri dari TK B1 15 anak dan TK B2 15 anak. Penelitian dilaksanakan 5 kali<br>pertemuan dengan pre test 1 kali, treatment 3 kali, dan post test 1 kali. Kegiatan treatment dilakukan melalui<br>kegiatan bermain bola tangkap dengan metode demontrasi dimana guru memperagakan langkah bermain bola<br>tangkap secara perlahan sehingga anak mampu mengikuti. Data dianalisis menggunakan uji T melalui<br>program SPSS. Hasil analisis penelitian menggunakan nilai signifikansi &lt;0.05 maka ada pengaruh dari<br>signifikasi, sedangkan dari table sudah jelas dengan adanya menunjukkan nilai signifikansi 2 tailded yaitu<br>.000 &lt; 0.05 maka adanya pengaruh media bola terhadap kemampuan motorik kasar anak usia 4 -5 tahun. Dari<br>hasil penelitian dapat disimpulkan bahwa media bola tangkap mampu mendorong kemampuan motorik kasar<br>anak usia 4-5 tahun di kelompok B1 TK Negeri Pembina Surabaya dengan melibatkan berbagai gerakan<br>seperti melompat, berlari, mengoper bola dan menangkap.<br>Kata Kunci: Media Bola Tangkap, Motorik Kasar, Anak Usia Dini 4 – 5 tahun</p> 2024-02-12T00:00:00+00:00 ##submission.copyrightStatement## The influence of project-based learning to improve symbolic thinking in children aged 5 -6 years 2024-02-28T01:45:31+00:00 Febri Indah Permata Sari Nur Ika Sari Rakhmawati <p>Project-based learning is learning that uses projects/activities as a medium. The purpose of this study was to determine the effect of project-based learning on the improvement of symbolic thinking skills of children aged 5-6 years in kindergarten in Asemrowo District, Surabaya. This research is a research that uses a quantitative approach. The targets in this study were children aged 5-6 years group B in Kindergarten in Asemrowo District, Surabaya. The sample in this study amounted to 40 children with 20 children in the experimental group and 20 children in the control group. Data were collected using observation and documentation techniques. The data analysis technique in this study uses a validity test and a reliability test.</p> 2024-02-28T01:45:30+00:00 ##submission.copyrightStatement## The Influence of the Read Aloud Method in Storytelling on the Critical Thinking Ability of Children Aged 5-6 Years 2023-11-21T06:27:39+00:00 Afdholul Nurofatus Sakinah Ruqoyyah Fitri <p><strong>Abstract</strong></p> <p>&nbsp;</p> <p><em>Critical thinking is the ability to make rational decisions about what should be done or what should be believed. A child is said to have critical thinking skills when the child is able to find possibilities, distinguish facts and opinions, estimate causes and make decisions. Critical thinking skills can be developed through storytelling activities. The purpose of this study was to determine the effect of the read aloud method in storytelling on the critical thinking skills of children aged 5-6 years. This study uses a type of quantitative approach with a quasi-experimental research method and the design used in this study is a pre-experimental one group pretest-posttest research design. The sample of this study were children aged 5-6 years at Infarul Ghoy II Tritunggal Babat Kindergarten, Lamongan Regency, totaling 16 children. Data were analyzed using SPSS 22 for hypothesis testing. Based on the results of the study, it can be concluded that there is an effect of critical thinking in children through storytelling activities using the read aloud method. This is indicated by the Sig. value of the hypothesis results which is 0.000 &lt;0.05. The read aloud method in storytelling provides a more interactive learning experience for children, so that children can more actively understand the story, express opinions, analyze, and provide conclusions.</em></p> <p><strong><em>Keywords :</em></strong><em> Read Aloud, Storytelling, Critical Thinking, Early Childhood</em></p> <p>&nbsp;</p> 2023-11-21T06:27:00+00:00 ##submission.copyrightStatement##