The Effect of “Kids Moderations” Interactive Multimedia on Religious Moderation Attitudes in Early Childhood

Nisak, Farahh Fahrun; Munawaroh, Hidayatu; Abbas, Salbia

doi:10.31958/ijecer.v1i1.5811

Cited by 4 publications

(3 citation statements)

References 13 publications

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“…One of the triggers that may be produced while teaching youngsters the notion of numbers is through pleasurable play activities. These activities can pique children's attention and help them grow cognitively (Metafisika et al, 2022;Nisak et al, 2022;Rahman, Fuadatun, et al, 2017). The capacity to comprehend numerical ideas seeks to assist youngsters in understanding numbers and performing addition and subtraction, all of which are critical for their transition to primary school (Hayati and Fitri, 2016;Khamidah and Sholichah, 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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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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“…There are many methods or ways to improve expressive language skills other than through speaking directly, one of which is by reading a book together (Gatot, 2018;Warmansyah & Amalina, 2019). For early childhood listening to exciting stories close to the environment is a resulting activity because storytelling activities provide an exciting learning experience and can thrill feelings, excite, and cause their activities (Nisak et al, 2022;Oktaviana et al, 2014). Then storytelling activities allow the development of children's feelings.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Storytelling Methods and Self-Confidence Children's Expressive Language Skills

Warmansyah

Nirwana²

2023

Ta'dib

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This study aims to determine the effect of the storytelling method and self-confidence on the expressive language skills of early childhood. The approach used is quantitative through an experimental method with treatment by level 2x2 design. This research was conducted on children in group B Kindergarten in Tanah Datar Regency. The sampling technique used is simple random sampling (simple random sampling). The number of samples in this study was 24 children (12 in the experimental class and 12 in the control class. Data collection in this study used a self-made checklist. The data analysis technique in this study used two-way ANOVA to see the main effects and interactions then used the Tukey test). To see a simple effect, the results of this study are as follows: 1) The expressive language ability of children who are given the storytelling method is higher than the children who are given the show and tell treatment. 2) There is an interaction between the storytelling method and self-confidence, in general, it has a significant effect on children's expressive language skills. 3) Children who have high self-confidence, by being treated with the storytelling method have higher expressive language skills than using the show and tell storytelling method). 4) Children who have low self-confidence using the show and tell storytelling method have higher expressive language skills than those who are treated using the storytelling method

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“…Konsep pembelajaran kreatif dan inovatif merupakan cara-cara pembelajaran yang dapat diterapkan oleh guru saat mengajar dengan memberikan kegiatan bermakna dan menarik bagi anak. Guru harus mempertimbangkan jenis layanan pembelajaran yang diterapkan agar anak didik dapat berkembang sesuai dengan tahap perkembangannya [16]- [18]. Salah satu layanan pembelajaran yang kreatif dan inovatif yang dapat dilakukan di satuan PAUD melalui Pembelajaran berbasis Science, Technology, Engineering, Art, Math (STEAM).…”

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Pelatihan Penguatan Pendidik PAUD Dalam Layanan Pembelajaran Kreatif Dan Inovatif Melalui Pembelajaran STEAM

Warmansyah

Komalasari²,

Yuningsih³

et al. 2023

JSO

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Kelompok Keilmuan Pendidikan Anak Usia Dini turut mengimplementasikan visi Universitas Islam Mahmud Yunus Batusangkar untuk berkembang secara integratif dan interaktif yang dapat dijadikan sebagai acuan pengembangan ilmu pendidikan anak usia dini. Untuk mewujudkan tujuan tersebut, diperlukan upaya yang dapat berperan aktif dalam meningkatkan sumber daya manusia dengan memperkuat tenaga pendidik PAUD dalam Layanan Pembelajaran Kreatif dan Inovatif melalui Pembelajaran STEAM. Metode yang digunakan berbasis Asset Based Community-Driven Development (ABCD). Setelah pelatihan, hasilnya sangat baik dalam implementasi, dan penerapannya. Layanan pembelajaran kreatif dan inovatif melalui pembelajaran STEAM yang dilaksanakan oleh tenaga pendidik, telah dimonitor dan dievaluasi pelaksanaannya di beberapa lembaga pendidikan anak usia dini di Kota Sawahlunto, hasilnya menunjukkan bahwa pengetahuan dan kemampuan guru setelah pelatihan meningkat dan lebih baik dari sebelumnya. pelaksanaan sebelumnya. Kata Kunci: PAUD, Layanan Pembelajaran Kreatif dan Inovatif, STEAM

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The Effect of “Kids Moderations” Interactive Multimedia on Religious Moderation Attitudes in Early Childhood

Cited by 4 publications

References 13 publications

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

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

The Effect of Storytelling Methods and Self-Confidence Children's Expressive Language Skills

Pelatihan Penguatan Pendidik PAUD Dalam Layanan Pembelajaran Kreatif Dan Inovatif Melalui Pembelajaran STEAM

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