Preliminary observations were made on children in B1 RA Persis 250 Cihamerang group that children's language development was not optimal. This proved that there were still obstacles for children who were not able to have listening skills. The purpose of this study was to determine the listening skills of children before and after the storytelling method was applied, and the application of the storytelling method to improve listening skills. The method used is Class Action Research (CAR) which consists of two cycles. PTK methods include: planning, acting, observing, and reflecting. The data collection techniques used are observation, performance, and documentation. The results showed that the listening skills of children before the method of telling stories were obtained with 32.29 with very few categories, while after applying the method of telling stories to cyclic I obtained a value of 52.71 with a less category, the second cycle obtained a score of 78.44 with a good category. The application of the storytelling method to improve listening skills to teacher activities in the first cycle was obtained an average of 71.88% with sufficient criteria, and in the second cycle obtained an average value of 90.63% with very good criteria. Similarly, the results of the analysis of children's activities in the first cycle obtained an average value of 61.88% with sufficient criteria, and in the second cycle obtained an average value of 77.88% with good criteria. Thus the proposed hypothesis is accepted, meaning that the storytelling method can improve children's listening skills.

Usia dini adalah fase krusial dalam perkembangan anak. Guru yang mengajar di usia dini memerlukan keahlian khusus. Oleh karena itu, pelatihan dan pengembangan diri berkelanjutan bagi guru PAUD sangat diperlukan. Penelitian ini bertujuan mengukur efektivitas proses pelatihan implementasi pembelajaran STEAM-loose parts pada guru PAUD. Penelitian ini merupakan studi kasus eksplanatif dengan fokus pada penggunaan instrumen Authentic Assessment Based on Teaching and Learning Trajetory with Student Activity Sheets (AABTLT with SAS).  Hasil penelitian menunjukkan bahwa AABTLT with SAS dapat menunjukkan efektifitas proses pelatihan implementasi pembelajaran STEM-loose parts pada guru PAUD dalam kategori sangat efektif. Profil penguasaan materi peserta pelatihan menempatkan guru yang sedang mengambil program S1 sebagai peserta yang paling mengusai materi. Penelitian ini telah berhasil menunjukkan cara mengukur efektifitas pelatihan guru. Diperlukan penelitian lebih lanjut untuk membandingkan dan atau menghubungkan pengukuran efektivitas proses pelatihan dan hasil pelatihan secara simultan.

Physics is an important subject matter for everyone to learn. Therefore, introducing physics from an early age is a necessity. This paper wants to uncover various thoughts about efforts to introduce physics to early childhood. The method used is a Focus Group Discussion (FGD), which involves experts from physics education, linguists, management, and early education. There are several important points that became the result of the FGD, including (1) physics logic must be made simpler that is easy to understand (2) Mathematical formula which becomes a symbol language does not need to be introduced first. Language skills are needed to understand physics and communicate it (3) Through the right approach, method and media, learning that is delivered by the teacher will make early childhood more literate with physics. This research concludes that physics is possible to be taught in early childhood. We, therefore, recommend that early childhood teachers collaborate with physics teachers in planning, implementing, and evaluating physics learning.

Penelitian ini dilatarbelakangi oleh fenomena di lapangan yang diantaranya ada 6 anak mengalami kesulitan dalam berkomunikasi. Kesulitan-kesulitan tersebut membuat komunikasi antar teman sebaya menjadi tidak efektif. Tujuan penelitian ini adalah untuk mengetahui kemampuan berbicara anak, komunikasi teman sebaya anak, hubungan antara kemampuan berbicara anak dengan komunikasi teman sebaya. Metode yang digunakan yakni kuantitatig korelasional. Teknik pengumpulan data pada penelitian ini adalah melalui observasi, wawancara, dan dokumentasi. Adapun hasil perhitungan pada variabel X diperoleh nilai rata-rata sebesar 66 nilai tersebut berada pada interval 60-69 dengan kategori cukup. Sedangkan, pada variabel Y diperoleh nilai rata-rata 65 nilai tersebut berada pada interval 60-69 dengan kategori cukup. Hubungan antara kemampuan berbicara anak dengan komunikasi teman sebaya diperoleh angka koefisien korelasi sebesar 0,77. Angka koefisien korelasi ini termasuk pada kategori yang kuat/tinggi karena berada pada interval 0,600-0,799. Hasil uji signifikansi diperoleh harga t hitung = 434,33 lebih besar dari harga t tabel = 2,160. Artinya H a diterima, dengan kata lain ada hubungan yang signifikan antara kemampuan berbicara anak dengan komunikasi teman sebaya. Adapun besarnya tingkat kebenaran terjadinya korelasi antara kemampuan berbicara anak dengan komunikasi teman sebaya sebesar 36%. Hal ini menunjukkan 66% komunikasi teman sebaya dipengaruhi oleh faktor lain.

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