Ablution Skills in Early Childhood: The Effect of Big Book Media

Idris, T.; Wita, Arsyizahma; Rahmi, Elvi; Warmansyah, Jhoni

doi:10.31004/obsesi.v6i6.3185

Cited by 13 publications

(13 citation statements)

References 43 publications

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“…Implikasi dari temuan penelitian ini yaitu pentingnya aspek agama dan moral untuk dikembangkan untuk anak dengan produk yang dikembangkan yaitu media Big Book Prayer. Pernyataan peneliti di dukung dari hasil penelitian Big Book merupakan alternatif media yang efektif dan dapat diaplikasikan oleh guru dalam pembelajaran (Idris et al, 2022).…”

Section: Pembahasanunclassified

Pengembangan Media Big Book Prayer untuk Mengoptimalkan Religious Moral Activities Anak 4-5 Tahun

Hayati

Juwita

Asmah

2022

J. Obs. J. Pendidik. Anak Usia Dini

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Analisis kebutuhan kurangnya media dalam mengembangkan religious anak, media berupa poster, majalah, menjadikan anak bosan, media tidak up to date dalam proses pembelajaran. Tujuan penelitian mengembangkan produk dan menganalisis kelayakan media big book prayer. Jenis penelitian adalah RD. Subjek penelitian yaitu 15 orang anak dan 2 orang validator (ahli materi dan media). Teknik pengumpulan data adalah observasi, dan lembar angket ahli media dan ahli materi. Teknik analisis data deskriptif kuantitatif yaitu melakukan perhitungan dari angket validasi produk, ahli materi dan media. Berdasarkan penilaian validasi materi big book prayer memperoleh hasil yang dikategorikan sangat layak. Sedangkan validasi media mendapat skor 54, memperoleh hasil dengan kategori sangat layak. Hasil observasi religious anak mendapat hasil dalam kategori layak. Kesimpulan media big book prayer dapat mengembangkan religious anak 4-5 tahun dan dinyatakan valid, dan efektif digunakan dalam proses pembelajaran.

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Section: Pembahasanunclassified

Pengembangan Media Big Book Prayer untuk Mengoptimalkan Religious Moral Activities Anak 4-5 Tahun

Hayati

Juwita

Asmah

2022

J. Obs. J. Pendidik. Anak Usia Dini

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“…Interaksi dalam model pembelajaran Guided Discovery Learning ini menekankan pada adanya interaksi dalam proses pembelajaran. Interaksi tersebut dapat terjadi dengan siswa (S-S), siswa dengan bahan ajar (S-B), siswa dengan bahan ajar dan siswa (S-B-S), dan siswa dengan bahan ajar dan guru (S-B-G) (Idris et al, 2022). Interaksi dapat pula dilakukan antara siswa baik dalam kelompok kecil maupun kelompok besar.…”

Section: Pendahuluanunclassified

Studens Mathematical Problem Solving Ability in Elementary School: The Effect of Guided Discovery Learning

Amini

Munir²,

Lasari³

2022

Journal of Islamic Education Students (JIES)

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This study aims to determine the effect of the Guided Discovery Learning l Model on the mathematical problem solving abilities of elementary school students. The research is a quasi-experimental research. This research was conducted at 01 Suayan, Akabiluru District. The sample uses Simple Random Sampling. The instrument in this study was a test of students' mathematical problem solving abilities followed by a hypothesis tested using the T-Test. In general, the results showed that the average mathematical problem solving ability of students in the experimental class was higher than the control class and was supported by the results of the hypothesis test for problem solving ability t-count was greater than t-table. Then the research hypothesis is accepted. Thus the Guided Discovery Learning Model has an effect on students' mathematical problem solving abilities in elementary schools.

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“…Students' preparation for future schooling is greatly influenced by their education (Amalina, 2020;Wulandari et al, 2020;Wulandani et al, 2022;Yuningsih et al, 2022). The preschool years, or early childhood, are a crucial time for children to reach their full potential (Yahya et al, 2021;Idris et al, 2022;Nuha and Munawaroh, 2022;.…”

Section: Introductionmentioning

confidence: 99%

The Use of an Open-Ended Learning Approach on The Ability To Recognize The Concept of Numbers: Its Effectiveness for Children 4-5 Years Old

Warmansyah,

Azizah,

Yuningsih

et al. 2023

CEJ

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The formation of numerical concepts is a critical stage in early childhood development. Understandingnumbers lays the groundwork for future mathematical abilities and academic success. This study aimsto investigate the effect of an open-ended learning strategy on the capacity of 4-5-year-old childrento recognize number concepts. To reach the research goal, a quantitative approach was used, alongwith experimental methodologies. The study participants were children aged 4-5 years old, and datawas collected via total sampling. The experimental group was taught using an open-ended learningtechnique, while the control group followed a traditional structured teaching method. Pre-and post-testswere used to examine the children’s ability to recognize number concepts. Statistical analysis, includingt-tests, was used to compare the performance of the experimental and control groups. The results of thisstudy show that using an open-ended learning strategy improves the capacity of 4-5-year-old children torecognize number concepts. In comparison to traditional structured teaching method, the open-endedapproach stimulates active inquiry, independent thinking, and problem-solving, which improves children’scognitive development with regard to numerical concepts. This study suggests that open-ended learningtechniques are excellent educational strategies for developing number concept identification in youngchildren. This study’s findings have ramifications for early childhood educators and curriculum makers.This study stresses the necessity of implementing such tactics in educational settings by demonstratingthe benefits of an open-ended learning strategy in developing number concept awareness. Open-endedlearning techniques can improve children’s mathematics ability while also contributing to their generalcognitive development. Furthermore, these findings may motivate additional study and inquiry into theuse of open-ended learning approaches in various domains of early childhood education, increasing ourunderstanding of successful teaching strategies for young children.

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Ablution Skills in Early Childhood: The Effect of Big Book Media

Cited by 13 publications

References 43 publications

Pengembangan Media Big Book Prayer untuk Mengoptimalkan Religious Moral Activities Anak 4-5 Tahun

Pengembangan Media Big Book Prayer untuk Mengoptimalkan Religious Moral Activities Anak 4-5 Tahun

Studens Mathematical Problem Solving Ability in Elementary School: The Effect of Guided Discovery Learning

The Use of an Open-Ended Learning Approach on The Ability To Recognize The Concept of Numbers: Its Effectiveness for Children 4-5 Years Old

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