Kemampuan lambang bilangan bagi anak usia dini penting dirangsang untuk memahami konsep matematika dijenjang pendidik selanjutnya. Akan tetapi pemahaman guru dalam mengajarkan matematika yang baik dan tepat masih kurang, sehingga dilakukan penelitian terkait dengan konsep bilangan terhadap pendekatan open-ended sebagai metode pembelajaran anak usia dini. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan sampel penelitian adalah anak-anak dari kelas A yang terbagi menjadi dua kelas dengan menggunakan lembar observasi sebagai teknik pengumpulan data yang kemudian dianalisis dengan menggunakan uji t. Hasil penelitian menunjukkan data pre-test pada dua kelas memiliki kemampuan yang sama. Setelah diberikan treatment dan dilakukan post-test diperoleh perhitungan uji statistik menggunakan t-test bahwa terdapat perbedaan konsep bilangan anak usia dini setelah diberikan pembelajaran dengan pendekatan open-ended, sehingga anak usia dini mampu menyelesaikan konsep bilangan matematika yang bersifat abstrak melalui pembelajaran yang terbuka dengan memberikan kesempatan kepada anak dalam memecahkan masalah sendiri.

This article aims to determine the involvement of fathers in developing early childhood social-emotional development. By content, this article uses the literature study research method for initial preparation in compiling a research framework for obtaining data. Based on the results of data analysis, previous research found that the absence of fathers in caring for and caring for children will cause psychological stress so that it affects the child's social-emotional development. The results of research on father involvement state that children who are cared for and cared for by fathers tend to have positive personalities such as being ready to compete, having high selfconfidence and being able to take risks. Therefore the success of a child cannot be separated from the father's involvement. Children who are cared for and cared for by fathers are ready to compete in the future by having confidence and being able to take risks.

<p class="Abstrak"><strong>Abstract:</strong> This study aims to investigate the self-regulated strategy of early childhood teachers in online learning during the Covid-19 pandemic. A quantitative survey approach was used as a method in this study. The data collection involved 100 early childhood teachers in Indonesia with a focus on the analysis of six dimensions of self-regulated strategy (1) goal setting, (2) environment structuring, (3) task strategies, (4) time management, (5) help-seeking, and (6) self-evaluation. The results of this study indicated that the level of self-regulated of early childhood teachers in a digital environment is good with an average value of 82.025%. In addition, the research findings also confirmed that the Covid-19 pandemic has not dampened the enthusiasm of early childhood teachers to adaptive in the digital learning environment. The main contribution of this study is to provide an understanding of the importance of self-regulated strategy for early childhood teachers in a digital environment. The results of this study can be useful for the Indonesian early childhood directorate as a basis for policy making and evaluating the improvement of the competence of early childhood teachers in Indonesia.</p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk mengetahui strategi <em>self-regulated</em> guru PAUD dalam pembelajaran <em>online</em> di masa pandemi Covid-19. Pendekatan survei kuantitatif digunakan sebagai metode dalam penelitian ini. Pengumpulan data melibatkan 100 guru PAUD di Indonesia dengan fokus pada analisis enam dimensi strategi <em>self-regulated</em>, yakni (1) penetapan tujuan, (2) penataan lingkungan, (3) strategi tugas, (4) manajemen waktu, (5) bantuan, dan (6) evaluasi diri. Hasil penelitian ini menunjukkan bahwa tingkat self-regulated guru PAUD di lingkungan digital sudah baik dengan nilai rata-rata 82,025%. Selain itu, temuan penelitian juga menegaskan bahwa pandemi Covid-19 tidak menyurutkan semangat guru PAUD untuk beradaptasi di lingkungan pembelajaran digital. Kontribusi utama dari penelitian ini adalah untuk memberikan pemahaman tentang pentingnya strategi <em>self-regulated</em> bagi guru PAUD di lingkungan digital. Hasil penelitian ini dapat bermanfaat bagi Direktorat PAUD Indonesia sebagai dasar pengambilan kebijakan dan evaluasi peningkatan kompetensi guru PAUD di Indonesia.

The teacher's job in designing and implementing learning requires a variety of knowledge, skills, and perhaps not all teachers have the ability to cultivate, presenting a learning theme that can dig into all the potential of the child's own. The method used tends to be monotonous, so learning becomes boring for the child. Based on that, the basic reason for the problem is that through thematic learning with experimental method of planting can improve the cognitive ability of child group B?. The purpose of this research is to know the thematic learning activities with the methods of planting experiments performed in group B that can improve the cognitive ability of children. This study uses a qualitative approach with a descriptive method. The process of thematic learning is done adapted to the theme that is running, namely the theme of plants, on the implementation through Taha-the preparation stage of syllabus such as drafting RPPM and RPPH, activities divided into 3 phases: the core activities, activities End and reflection activities. Based on the results of thematic learning with suitable planting methods, it has an impact on improving the cognitive abilities of child group B. It can be seen from several indicators of cognitive assessment of children before and after planting methods indicates optimal development.

Anak mempunyai keingintahuan yang besar yang harus di permudah oleh orang tua dan guru sehingga anak bisa mempelajari sesuatu tanpa di paksa sejak usia dini. Penelitian ini dilatar belakangi metode pembelajaran sains yang kurang menarik minat anak, monoton, dan selalu menggunakan permainan yang cenderung praktis dan instan. Tujuan dari penelitian ini adalah untuk mengupayakan peningkatan kemampuan belajar sains melalui permainan terapung dan tenggelam dengan memakai media telur. Metodedari penelitian ini adalah metode eksperimen. Hasil penelitian yang di pakai oleh guru dalam kegiatan sains ini telah sesuai dengan tema dan sub tema. Populasi dalam penelitian ini adalah kelompok A TK Kartika Siwi yang berjumlah 18 anak. Berdasarkan hasil penelitian menunjukkan bahwa pembelajaran sains dengan permainan terapung dan tenggelam dengan media telur dapat meningkatkan kemampuan pembelajaran sains anak usia dini dengan nilai rata-rata pretest 5,5 dan posttest 7,7. Dari hasil penelitian ini disarankan kepada guru untuk dapat meningkatkan kemampuan pembelajaran sains bagi anak usia dini dengan metode permainan yang bervariasi dan berinovasi sehingga dapat menarik minat anak untuk belajar sains.Children have great curiosity to permudah by parents and teachers so that children could learn something without being in force since an early age. This event will be based on research method of learning science the less interest children, monotonous, and always use games that tend to be practical and instant. The purpose of this research is to seek an increase in the ability of learning science through games and sunk by using medium eggs. Metodedari research is a method of experimentation. Research results are used by the teacher in this science activities were in accordance with the themes and sub themes. The population in this research is A group of KINDERGARTEN Kartika Siwi totalling 18. Based on the results of the research show that learning science with a floating and sink game with medium eggs can improve early childhood science learning with an average rating of 5.5 and pretest posttest 7.7. From the results of this research are recommended to teachers to improve the learning of science for early childhood with games varying methods and innovating so as to attract children to study science.