Media Gambar Flashcard Dalam Menstimulasi Perkembangan Bahasa Anak Usia 3-4 Tahun

Rofi’ah, Siti; Setyowati, Anisa; Idhayanti, Ribkha Itha

doi:10.56354/jendelainovasi.v1i2.19

Cited by 6 publications

(7 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Beberapa penelitian terdahulu telah mencapai tahapan uji efektivitas menggunakan one group pre-post test design, yang diujikan kepada partisipan usia 3-4 tahun (Heri & Ariana, 2018;Rofi'ah et al, 2018;Trisnanti et al, 2018). Berbeda dengan penelitian ini yang berada pada tahapan pengembangan dengan tujuan untuk melengkapi penelitian terdahulu yang berfokus pada proses intervensi.…”

Section: Perbaikan Flashcard Blaablaablaaunclassified

Validasi Flashcard BlaaBlaaBlaa sebagai media intervensi gangguan speech delay

Wibowo,

Mulia,

et al. 2024

Indra

View full text Add to dashboard Cite

The global pandemic has been disrupting the lives of many people. For children aged 2-4 years old with speech delay disorder, social isolation can be detrimental because there is a lack of social interactions that are vital for their language development. This article focused to develop an intervention media, the Blaablaablaa Flashcard, to help parents and therapists working with children with speech delay. In developing this paper, we document the process of validating the cards by working with developmental psychologists and two therapists in Surabaya. In the process, we also explore the potential improvements that can be made to improve the quality of the cards. Various feedback has been gathered, ranging from the content, design, and instructional elements. Results show that the Blaablaablaa Flashcard meets the standard to use as an intervention media for children with speech delay.

show abstract

Section: Perbaikan Flashcard Blaablaablaaunclassified

Validasi Flashcard BlaaBlaaBlaa sebagai media intervensi gangguan speech delay

Wibowo,

Mulia,

et al. 2024

Indra

View full text Add to dashboard Cite

show abstract

“…dapat di simpulkan bahwasanya sebagian besar peserta didik sudah mencapai hasil perkembangan sosial emosional melalui permainan gerak dan musik. (Huwaina, 2018) Menurut (Soetjiningsih, 2018) dalam penelitian (Rofi'ah et al, 2018) untuk mengoptimalkan perkembangan, diperlukan stimulasi berulang, setiap hari, kapan pun bertemu anak berikan stimulasi. Stimulasi harus dilakukan secara teratur dan berulang.…”

Section: Kecerdasan Emosional Anak Sebelum Dan Sesudah Dilakukan Tekn...unclassified

“…Anak yang awalnya memiliki kecerdasan emosional yang rendah setelah diberikannya perlakuan brain gym akan mengalami peningkatan kecerdasan emosional (Desmita, 2014) Sejalan dengan penelitian dari (P. E. Dennison, 2017) menyatakan brain gym dapat mempengaruhi kecerdasan emosional secara fisiologis yaitu dimensi Pemusatan (otak atas-bawah), dengan nilai p = 0,004 yang berarti bahwa Brain Gym dapat membantu dalam meningkatkan kecerdasan emosional pada anak Prasekolah (4-5 tahun). Menurut pernyataan (Soetjiningsih, 2018) dalam penelitian (Rofi'ah et al, 2018) adalah proses diferensiasi sel-sel tubuh, jaringan, organ, dan sistem organ yang masing-masing berkembang untuk menjalankan fungsinya. Dalam hal ini mencakup perkembangan kognitif, bahasa, motorik, emosi, dan perilaku sebagai hasil interaksi dengan lingkungan.…”

Section: Tingkat Kecerdasan Emosional Anak Sebelum Dan Sesudah Dilaku...unclassified

Brain Gym Dan Penguin Dance Mampu Meningkatkan Kecerdasan Emosional Anak

Idhayanti

Sari

Sarwono

2022

Midwifery Care Journal

View full text Add to dashboard Cite

Emotional intelligence is the ability to process, recognizing, control emotions, motivate oneself, and build relationships. The level of emotional intelligence in RA Darusallam Muaradua is still low around 26 (30%) children. In Indonesia, an outline home health survey data analysis (SKRT, 2012) regarding the emotional symptoms of mental disorders of children aged 5-14 years is 114 per 1000 children. The impact of low children emotional intelligence, children often appear to be fussy, tend to have difficulty exspressing their annoyances and their anger appropriately, stubborn and difficult to socialize. Physical activities used to improve children's emotional intelligence are brain gym and penguin dance.The purpose of this study was to determine the increase in children's emotional intelligence through brain gym and penguin dance techniques in preschool children. The type of research is quantitative, quasi-experimental research method with a research design of Two Group Pre-test and Post-test with control group design. The population in this study is preschool in 2020 RA with a total of 65 children. The sampling technique in this study uses non-probability (purposive sampling) to obtain a sample of 36 children. The observation sheet used to assess the level of emotional intelligence of children is the UNIT GSS-EAS.Data analysis was carried out with the Wilcoxon test showing that the value of p = 0.000 0.05, it can be concluded that Ha is accepted. This means that there is an increase in children's emotional intelligence before and after the brain gym and penguin dance techniques are carried out. The results of the Mann Whitney test showed p = 0.004 0.05, the group after being given the Brain Gym and Penguin Dance techniques, had a mean rank value of the Brain Gym technique of 23.53, while the Penguin Dance technique was 13.47, so it can be seen the mean rank the Brain Gym technique is greater than the Penguin Dance technique, which means that the Brain Gym technique is equally effective in increasing the emotional intelligence of preschool children

show abstract

“…Jambura Early Childhood Education Journal, Vol. (5) (2), (Juli) (2023), (Halaman) (268-278) | 275 gambar yang biasanya menarik perhatian anak berupa gambar yang memiliki perpaduan warna yang mencolok dan ukuran antara gambar terlihat jelas(Rofi'ah et al, 2018). Gambar merupakan alat visual yang dapat dilihat sesuai dengan kenyataan.Pada indikator keempat yaitu anak mampu mengenal bagian-bagian huruf dari nama mereka.…”

unclassified

Perkembangan Keaksaraan Awal melalui Alat Permainan Edukatif Drawing Board pada Anak

Halifah

2023

JECEJ

View full text Add to dashboard Cite

This study aimed to stimulate early literacy through a drawing board educational game tool in the A RA UMDI group in Kampung Baru, Parepare City. Based on the problems seen by the researchers, some children were lacking in knowing and knowing the letters of the alphabet and could not distinguish between vowels and consonants and the children were unable to know the letters of their names. Based on this problem, the researcher intends to apply an educational game tool, namely a drawing board which is expected to stimulate early literacy development in children in group A. The indicators for assessing the game are based on STPPA, namely 1) pronouncing letters, 2) bolding letters, 3) imitating letters 4) children can recognize the letters of their names. The results showed that before the educational game tool was implemented some children did not know about the letters of the alphabet. After the researchers applied the educational game tool, there was an increase in children who previously did not know about letters became able to distinguish between vowels and consonants. From the results of these activities, the researcher concluded that there was an increase in the development of early literacy through the drawing board game in which all the assessment indicators increased.

show abstract

Media Gambar Flashcard Dalam Menstimulasi Perkembangan Bahasa Anak Usia 3-4 Tahun

Cited by 6 publications

References 2 publications

Validasi Flashcard BlaaBlaaBlaa sebagai media intervensi gangguan speech delay

Validasi Flashcard BlaaBlaaBlaa sebagai media intervensi gangguan speech delay

Brain Gym Dan Penguin Dance Mampu Meningkatkan Kecerdasan Emosional Anak

Perkembangan Keaksaraan Awal melalui Alat Permainan Edukatif Drawing Board pada Anak

Contact Info

Product

Resources

About