Ihya Ulum: Early Childhood Education Journal

Peningkatan Kemampuan Motorik Kasar Anak Usia 5-6 Tahun Melalui Senam Irama

Siti Mariam Mariam — 2025-07-30

This research is motivated by the low gross motor skills of children aged 5-6 years at Batara Bira Kindergarten, Makassar, which is attributed to the dominance of cognitive academic activities and a lack of programmed physical stimulation. Initial observations revealed that 63% of the children (7 out of 11) exhibited passive behavior and faced serious challenges regarding coordination and body balance. This study aims to improve children's gross motor skills through the application of a modified rhythmic gymnastics method. The research method employed is Classroom Action Research (CAR) following the Kemmis and McTaggart model, conducted in two cycles. The research subjects consisted of 11 students from Group B. Data were collected through participatory observation using a gross motor development checklist instrument, which includes indicators of active participation, controlled movement, and anticipatory ability. Data analysis was performed using a comparative descriptive technique to compare achievements across cycles. The results indicated a significant improvement in children's gross motor skills. In the pre-action stage, the average classical achievement was only 28% (categorized as "Starting to Develop"). Following the intervention in Cycle I, the achievement rose to 51.5% ("Developing as Expected"), and surged drastically in Cycle II to 87.8% ("Developing Very Well"). The most notable improvements occurred in the children's anticipatory abilities and dynamic balance. This study concludes that the implementation of rhythmic gymnastics, accompanied by attractive music and age-appropriate movement variations, is effective in optimizing large muscle coordination and physical motivation in children. These results recommend the integration of rhythmic gymnastics into the daily early childhood education curriculum as a solution for enhancing physical-motor competence.

Peningkatan Kemampuan Berbahasa Reseptif Anak Usia 5-6 Tahun Melalui Media Gambar

Fally Manafe — 2025-07-30

This research is motivated by the low receptive language skills of children aged 5-6 years, especially in the aspect of recognizing letter symbols and understanding simple sentence structures. This study aims to improve children's receptive language skills through the use of picture media at Bina Kasih Kindergarten Makassar. The type of research used is Classroom Action Research (CAR) with the Kemmis and McTaggart model which includes the stages of planning, implementation, observation, and reflection. The research subjects were 8 students with data collection techniques including observation, interviews, and documentation. Data analysis was carried out descriptively to measure the percentage increase in children's reading ability at each stage of the cycle. The results showed a significant increase in children's receptive language skills gradually. In the pre-action condition, the average ability of children only reached 37.5% in the indicator of reading letter symbols and 34.3% in the indicator of reading syllables and sentences. After the intervention in Cycle I, children's abilities increased to 78% for reading letter symbols and syllables, and 62.5% for reading sentences. At the end of Cycle II, success peaked at 100% for symbol and syllable reading, and 93.75% for sentence reading. The use of visual media proved highly effective due to its concrete and realistic nature, attracting attention, clarifying understanding, and strengthening children's memory of new vocabulary. This study concluded that the creative and consistent application of visual media can optimally stimulate receptive language development in early childhood.

Implementasi Pembiasaan Nilai Agama, Moral Dan Sosial Melalui Kegiatan Mendongeng Anak Usia Dini

Armiyanti Armiyanti — 2025-07-30

This study aims to analyze in depth the implementation of the habituation of religious, moral, and social values ??through storytelling activities in early childhood at Aisyiyah Busthanul Athfal Nahung Kindergarten, Maros Regency. The decline in children's ethics and morality in the modern era is a fundamental challenge that underlies the importance of using interactive and fun narrative methods in early childhood education institutions. The method used in this study is descriptive qualitative. Data collection was carried out through technical triangulation which included passive participatory observation of children's daily behavior, in-depth interviews with the principal and class teachers of group B, and a study of daily curriculum documentation. Data analysis was carried out in a flowing manner using the Miles and Huberman model consisting of data reduction, data presentation, and drawing conclusions. The results of the study indicate that storytelling activities are a very effective pedagogical instrument for transforming abstract concepts into concrete behavior. Religious values ??were successfully internalized through the introduction of exemplary Islamic stories that encourage the habituation of daily worship. Moral values ??in the form of honesty and discipline were formed through the process of children's self-identification with the conflicts of the characters in the stories. Meanwhile, children's social values ??experience significant development, moving from an egocentric to a sociocentric orientation, marked by increased empathy and group cooperation in the classroom. The success of this method is largely determined by the consistency of story repetition (habituation), the variety of media used, and the educator's expressive competence in conveying the story's wisdom without appearing patronizing.

Peningkatan Kemampuan Kognitif Anak Kelompok B Melalui Metode Proyek

Dahlia Ismail — 2025-07-30

This study aims to improve early childhood cognitive abilities through the implementation of the project-based learning method in Group B at Annur Buloa Kindergarten, Makassar City. The background of the study is driven by the low skills of children in arranging, grouping, and ordering objects due to the dominance of passive, conventional learning methods. Cognitive ability is a crucial foundation for children's academic readiness; therefore, pedagogical innovations capable of optimally stimulating executive functions are urgently required. The research method employed is collaborative Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of 15 children who were observed through data collection techniques including participatory observation, interviews, and documentation. Data analysis was performed qualitatively and through descriptive quantitative measures to examine developmental trends in each cycle. The results demonstrate that the implementation of the project method significantly transforms children's cognitive abilities. Substantively, this change is characterized by an increase in children's independence in solving logical problems and accuracy in classifying objects using concrete media. The findings reveal that by the final cycle, the majority of children achieved the highly well-developed category, surpassing the predetermined success indicators. This study concludes that the project method is effective in enhancing cognitive abilities as it provides opportunities for children to become protagonists in their learning through exploration, inquiry, and collaboration. The teacher's role as a facilitator who provides adaptive guidance serves as the key factor in the success of this method. The implications of this study emphasize the importance of early childhood educators shifting from one-way instruction to more meaningful and contextual project-based learning strategies.

Peningkatan Kemampuan Sosial Emosional Anak Usia 5-6 Tahun Melalui Kegiatan Bermain Kooperatif

Firawati HR — 2025-07-30

This research was motivated by the low social-emotional skills of children aged 5-6 years at TK Riffat Ummul Mukminin, which were characterized by egocentric behavior, difficulty in sharing, and unstable emotional control due to exposure to individualistic digital technology. The primary objective of this study was to improve children's social-emotional skills through the implementation of cooperative play activities. The method employed was a collaborative Classroom Action Research (CAR) following the Kemmis and McTaggart model, consisting of two cycles with stages of planning, acting, observing, and reflecting. The research subjects comprised 15 children in Group B. Data collection techniques were conducted through systematic observation, documentation, and interviews, using an observation sheet as the instrument to measure indicators of cooperation, mutual assistance, compliance with rules, and sharing ability. The results showed a significant behavioral transformation at each stage. In the pre-cycle condition, the average social-emotional skill of the children only reached 35% (Not Developed category). After the intervention in Cycle I, the percentage increased to 55.75% (Starting to Develop category). Culminating in Cycle II, the children's skills escalated dramatically, reaching a classical average of 83.75% (Very Well Developed category), thereby exceeding the established success indicator of 80%. These findings prove that cooperative play through role-playing strategies, group games, and the use of constructive media is effectively capable of reducing egocentric traits, building empathy, and training children's self-regulation optimally. The conclusion of this study confirms that cooperative play activities constitute a valid learning strategy to develop early childhood interpersonal intelligence in the school environment.

Pola Asuh Orang Tua Terhadap Sosial-Emosional Anak: Studi Deskriptif Di TK Al Ikram Moncongloe

Bunga Norma — 2025-07-30

The socio-emotional aspect is a primary determinant of early childhood's adaptability and long-term academic success. This study aims to comprehensively describe the implementation of parenting styles and their impact on the socio-emotional development profile of children aged 5–6 years at TK Al Ikram Moncongloe, Maros Regency. This location was selected purposively as it represents a sociological transition area from traditional values to a digital lifestyle (suburban). Employing a descriptive qualitative approach, data were collected through moderate participant observation, in-depth interviews with parents and teachers, and documentation studies. The results indicated that parenting styles in this area are concentrated in two dominant poles: authoritative/democratic (55%) and permissive (30%), with a residue of authoritarian parenting (15%). Authoritative parenting is proven to be the best catalyst for shaping stable emotional regulation and strong prosocial independence in children. Conversely, digital-permissive parenting, characterized by the provision of gadgets as a digital pacifier, negatively correlates with children's self-control, thereby triggering focus distortion and low collaborative abilities in the classroom. Meanwhile, authoritarian parenting triggers reactive aggression or extreme passivity due to repressive control. The novelty of this research reveals that in suburban areas, parents' digital literacy becomes a crucial variable in parenting. The implications of the study emphasize the urgency of harmonization between teacher guidance and authoritative parenting at home through structured educational parenting programs.

Penerapan Finger Painting dalam Melatih Kemampuan Motorik Halus Anak Usia 5-6 Tahun

Ayu Rubiana — 2025-07-30

This study aims to describe in depth the effectiveness and contribution of implementing finger painting activities in training and stimulating the fine motor skills of children aged 5–6 years. The main underlying problem of this study is the stiffness of finger muscles and weak hand-eye coordination in children during the preschool transition phase, which impacts their mechanical writing readiness. The research method employed is qualitative with a descriptive approach. Data collection was conducted through structured observation techniques, semi-structured interviews with the classroom teacher, and documentation of children's artwork portfolios. The research subjects involved 10 children from Group B at Tumbuh Kembang Kindergarten. The results indicated that tactile stimulation through finger painting significantly succeeded in transforming children's physical motor skills through seven planned pedagogical steps. Improvement in children's fine motor performance was consistently achieved across four main indicators, namely the ability to draw according to visual concepts, flexibility in executing intricate finger movements, maturity in hand-eye coordination synchronization, and tactile sensitivity in controlling the color paste medium. Aside from optimizing the strength of the digital hand muscles, this meaningful art activity also yielded collateral impacts in the form of enhanced creative imagination and the expansion of children's expressive language skills when narrating their artwork. This study concludes that finger painting is worthy of being systematically integrated into the early childhood education curriculum as a primary strategy for fine motor stimulation.