MOTORIC

ANALISIS STRATEGI GURU DALAM MENGELOLA PERILAKU TANTRUM PADA ANAK USIA DINI DI TK KRISTEN “BAIK” PAPUA

Ludia Napan, Varia Virdania Virdaus — Sun, 21 Jun 2026 03:35:01 +0700

This study aims to describe the forms of tantrums that occur in early childhood and analyze teacher strategies in managing tantrum behavior in the "Baik" Christian Kindergarten in Papua. Tantrums in early childhood are a form of emotional outburst that can appear through loud crying, screaming, throwing objects, refusing to be touched, or rolling on the floor when the child is not yet able to manage his feelings appropriately. This study used a descriptive qualitative approach. The subjects were teachers of the "Baik" Christian Kindergarten who directly interact with early childhood and have experience in handling tantrums in the classroom. Data collection techniques were carried out through observation, in-depth interviews, and documentation. The results showed that children's tantrums generally occur when children feel frustrated, their toys are taken, their work is disturbed, or they are not yet able to understand the concept of sharing. Teacher strategies in managing tantrum behavior are carried out through empathetic, preventive, corrective, and reflective approaches. The empathetic approach is carried out by approaching the child slowly, providing gentle touch, hugs, and using positive words. The preventive approach is carried out by creating a comfortable classroom atmosphere, providing directions before activities, and establishing routines that make children feel safe. The corrective approach involves gently setting boundaries, while the reflective approach is implemented after the child has calmed down through simple dialogue about their feelings. Research findings also indicate that the values ??of love, patience, closeness to Papuan culture, and Christian values ??support teachers' strategies in creating a safe and conducive learning environment for children's social-emotional development.

Keywords: teacher strategies, tantrums, early childhood, emotional regulation, ECE

PENINGKATAN KEMAMPUAN MOTORIK KASAR ANAK USIA DINI MELALUI KEGIATAN TARI BEBEK DI TK ASSALAM SURABAYA

Ayu Indah Wilasti, Muchamad Arif — Sun, 21 Jun 2026 03:42:25 +0700

This study aims to improve the gross motor skills of early childhood through duck dance activities at Assalam Kindergarten Surabaya. This study was motivated by the low gross motor skills of children in group B, especially in the aspects of motor coordination, balance, agility, flexibility, and the ability to adjust body movements to the rhythm of music. The research method used was Classroom Action Research (CAR) which was carried out in three cycles. Each cycle consisted of planning, action implementation, observation, and reflection. The subjects of the study were 15 children in group B of Assalam Kindergarten Surabaya. Data collection techniques were carried out through structured observation, documentation, and performance assessment based on children's gross motor indicators. Data analysis techniques used quantitative descriptive analysis by calculating the percentage of children's gross motor development in each cycle. The results showed that duck dance activities can improve children's gross motor skills. In the pre-cycle, children's achievements were still low, namely 27% in the first indicator, 13% in the second indicator, and 20% in the third indicator. After the action was carried out, the results increased in the first cycle to 40%, 27%, and 33%. In cycle II, improvements were seen at 53%, 47%, and 60%. Furthermore, in cycle III, children's gross motor skills increased to 80% in the first indicator, 87% in the second indicator, and 93% in the third indicator. These results indicate that the duck dance activity can improve children's gross motor skills because the movements are simple, repetitive, and fun, and involve hand and foot coordination, body balance, and adjustment of movements to the rhythm of the music. Thus, the duck dance activity can be used as an effective alternative learning activity to stimulate gross motor development in early childhood.

Keywords: gross motor skills, duck dance, early childhood, classroom action research

PENGARUH PEMBERIAN PENGHARGAAN STIKER GAMBAR TERHADAP KEDISIPLIN ANAK PADA KEGIATAN AWAL PEMBELAJARAN DARING DI TK TWINKLE SURABAYA

Nadya Yudhistia Anggraini, Sugito Muzaqi — Sun, 21 Jun 2026 03:45:12 +0700

Descipline is one of the problems in Twinkle Kindergarten Surabaya. Undisciplined behaviors disrupt the process of learning and teaching, so it needs an effort to improve the discipline of children, for example by giving rewards.Sticker’s reward that are put on the board can motivate children to improve discipline. The reward consist of two kinds of stickers, smile stickers to discipline children and sad stickers to undisciplined children. In this study, subjects consisted of nine children in group B Twinkle Kindergarten Surabaya. The study was conducted before treatment and after treatment, the baseline and experiment. At the end of the day, the teacher will calculate stickers that children get to know their effects on child discipline.The results showed an increase in discipline in the experimental group. Because the statistical test value of t-table Wilcoxon Matched Pairs obtained T₀ = -1. because < T_0,025= 2,262, the null hypothesis (H₀) is rejected. So it can be concluded from this study, that the sticker’s rewards have an influence on the increase in children’s discipline in group B Twinkle Kindergarten Surabaya.

PENERAPAN MEDIA BUSY BOOK UNTUK MENINGKATKAN KEMAMPUAN KOGNITIF ANAK KELOMPOK A TK WACHID HASYIM 2 SURABAYA

Bina Ras Santri, Anisa Yunita Sari — Sun, 21 Jun 2026 03:54:52 +0700

This study aimed to determine the success of using video production to improve students' English speaking skills. The video had a different topic for each meeting. It used descriptive qualitative. The observations were conducted in 3 meetings. The research subjects were 19 students, consisting of 12 women and 7 men. The teaching aids were Google Meet and Edmodo. The results of the study showed that the usage of Edmodo was easily accessible, that is, you can use a PC, laptop and smartphone, and even Edmodo software was available on the Playstore. Then, Edmodo had a feature to create small groups. It was to avoid students' lies about uploading their assignments. However, Edmodo did not have a video conferencing feature, so one of the solutions was to use Google Meet. Furthermore, the implementation of video production could increase their confidence to speak English and they could even improve their video editing skills or knowledge.

Keywords: cognitive, busy book, learning media, number concept

playing simpel bowling

DITA AYU TRISNAWATI, Varia Virdania Virdaus — Sun, 21 Jun 2026 03:58:03 +0700

Penelitian ini bertujuan untuk meningkatkan kemampuan melempar bola secara terarah melalui bermain bowling sederhana pada anak Kelompok A di TK TUNAS BANGSA SURABAYA. Kemampuan melempar bola secara terarah merupakan salah satu perkembangan yang penting bagi anak usia dini sehingga peneliti memfokuskan pada unsur ketepatan anak dalam penelitian ini. Objek penelitian ini ialah 15 anak Kelompok A TK Tunas Bangsa Surabaya, dalam penelitian ini peningkatan melempar bola secara terarah melalui bermain bowling sederhana. Pengumpulan data dilakukan melalui observasi dengan instrumen lembar observasi checklist. Teknik analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Indikator keberhasilan pada kemampuan melempar bola secara terarah adalah 80% . Hasil penelitian ini yaitu pada pra tindakan tingkat pencapaian 20%. Setelah dilakukan tindakan Siklus I terjadi peningkatan yaitu 46,7%. Selanjutnya Siklus II hasil yang dicapai yaitu 80% yang telah sesuai dengan indikator yang telah ditentukan yaitu 80%. Langkah-langkah dalam permainan bowling sederhana yang dapat meningkatkan kemampuan melempar bola secara terarah yaitu guru mengajak anak-anak untuk bermain di luar ruangan, guru menyiapkan alat permainan bowling sederhana, guru mengukur jarak untuk melempar yaitu 5 meter dari pin bowling, sebelum bermainan anak-anak melakukan pemanasan terlebih dahulu, guru memberikan contoh bagaimana cara melempar, guru memanggil anak satu per satu untuk praktek bermain bowling, dan setiap anak diberi tiga kali kesempatan untuk melempar.

STUDI KASUS KEMAMPUAN LITERASI ANAK YANG DAPAT MENULIS TETAPI BELUM BISA MEMBACA DI TK AISYAH 28

Devi Novita Yuniar Astutik, Muchamad Arif — Sun, 21 Jun 2026 00:00:00 +0700

This study aims to describe the literacy skills of early childhood children who can write but not yet read at Aisyiyah 28 Kindergarten. This phenomenon is interesting to study because it shows an imbalance between writing and reading skills in early childhood. The child who is the focus of the study has been able to write letters of the alphabet, copy simple words, and write his own name, but still has difficulty in recognizing letter sounds, reading simple words, and understanding the meaning of the words he writes. This study uses a qualitative approach with a single case study type. The subject of the study was a preschool child at Aisyiyah 28 Kindergarten who was selected purposively because he showed the characteristics of being able to write but not yet able to read. Data collection techniques were carried out through participatory observation, semi-structured interviews with teachers and parents, and documentation in the form of writing results, development notes, and the child's literacy portfolio. Data were analyzed qualitatively through the process of data reduction, data grouping, theme arrangement, interpretation, and drawing conclusions. The results of the initial study showed that children's writing skills developed first because children were more often stimulated by activities such as copying letters, writing names, and imitating word forms. Conversely, reading skills have not developed optimally because children are still limited in recognizing the relationship between letters, sounds, and word meaning. Factors suspected of influencing this condition include literacy stimulation that emphasizes writing activities, limited sound-based reading activities, and the need for support appropriate to the child's cognitive developmental stage. This research is expected to provide insight into the importance of balancing reading and writing activities in early literacy learning for young children.

Keywords: early literacy, early reading, early writing, early childhood, case study

MENINGKATKAN KOSAKATA DENGAN MEDIA WORDWALL PADA ANAK KELOMPOK KELAS B DI TK ADINDA SURABAYA

CATUR YAWALIUL FATIMAH, Sugito Muzaqi — Sun, 21 Jun 2026 04:09:07 +0700

Language is one of the learning programs in Kindergarten aimed at developing fundamental skills that enable students to communicate orally with their environment. In language instruction, one aspect that preschool children learn is word mastery, which aims to increase the number of words students can comprehend. Based on interviews with teachers, the letter mastery of students in Class B at Adinda Kindergarten, Sidosermo, Wonocolo Subdistrict, Surabaya City, is still low. The primary issue significantly affecting students' word mastery is the use of inappropriate teaching methods by teachers and the limited utilization of instructional media. Therefore, appropriate teaching methods and media are required to enhance word mastery. One media that can facilitate more enjoyable classroom learning is the digital game application called Wordwall. The research was conducted in Class B at Adinda Kindergarten, with a total of 9 students observed. The assessment criteria were categorized as follows: poor (1-4), fair (5-8), good (9-12), and excellent (13-16). The observation was divided into three stages: pre-cycle, cycle I, and cycle II. In the pre-cycle stage, the average score of the 9 students was 7, categorized as good. In cycle I, the average score increased to 10, also categorized as good. Finally, in cycle II, the average score further improved to 11.89, remaining in the good category.

Keywords: drawing creativity, plant media, class action

IMPLEMENTASI PENDEKATAN ETNOPEDAGOGI MELALUI LEGENDA JOKO TOLE DALAM MENGEMBANGKAN SOSIAL EMOSIONAL PADA ANAK USIA DINI DI TK. BUSTANUL ATHFAL AL ROHMAH BANGKALAN MADURA

Robiatul Adawiyah, Fitri Rofiyarti — Sun, 21 Jun 2026 04:13:45 +0700

This study aims to describe the implementation of the ethnopedagogy approach through the Legend of Joko Tole in developing the social-emotional skills of early childhood at Bustanul Athfal Al Rohmah Kindergarten, Bangkalan, Madura. The background of this study is based on the importance of children's social-emotional development from an early age, especially in the aspects of cooperation, empathy, responsibility, courage, emotional control, and concern for peers. This study uses a descriptive qualitative approach. The subjects of the study were children aged 5–6 years and teachers at Bustanul Athfal Al Rohmah Kindergarten, Bangkalan. Data collection techniques were carried out through observation, interviews, documentation, and triangulation. The results of the study indicate that the implementation of the ethnopedagogy approach through the Legend of Joko Tole was carried out through storytelling activities, simple discussions, role-playing, character value familiarization, and the introduction of local Madurese culture in learning. The values ??contained in the Legend of Joko Tole, such as courage, honesty, responsibility, resilience, care, and respect for parents, are able to provide positive stimulation to children's social-emotional development. Children demonstrated increased courage in expressing opinions, cooperative skills, mutual assistance, patience in waiting their turn, and emotional control during learning activities. Therefore, an ethnopedagogical approach through the Legend of Joko Tole can be an effective contextual learning strategy for instilling socio-emotional values ??while introducing local wisdom to young children..

Keywords: ethnopedagogy, Legend of Joko Tole, socio-emotional, early childhood, local wisdom

PERSEPSI DAN KESIAPAN GURU SEKOLAH DASAR DALAM MENGIMPLEMENTASIKAN COMPUTATIONAL THINKING PADA KURIKULUM MERDEKA: STUDI MIXED METHODS DI KABUPATEN [X]

Sun, 21 Jun 2026 04:20:36 +0700

This study aims to analyze the level of perception and readiness of Elementary School (SD) teachers in implementing Computational Thinking (CT) within the Merdeka Curriculum. Although CT has been integrated into the national curriculum, empirical data on the specific readiness of SD teachers in the Merdeka Curriculum era remains very limited. This study employed a mixed methods approach with a sequential explanatory design. Quantitative data were collected through a survey of 120 SD teachers using the CT-Teacher Readiness Scale (40 items, ? = 0.91) developed and validated in this study, followed by in-depth interviews with 12 purposively selected teachers. Results indicated that most teachers (65.8%) were in the unprepared to underprepared category for CT implementation, with an overall mean score of 54.3% (SD = 10.9). Technology readiness (M = 44.1%) was the lowest dimension, while motivation and attitude (M = 68.9%) was the highest. Spearman correlation analysis revealed that CT training (r = 0.512, p < 0.001) and technology access (r = 0.443, p < 0.001) were significant predictors of teacher readiness, while years of service correlated negatively (r = -0.387, p < 0.001). Qualitative findings revealed three main themes: (1) unclear guidelines for CT implementation in Merdeka Curriculum teaching modules, (2) limited availability and quality of CT training, and (3) significant digital divide between young and senior teachers. This study contributes a validated CT-Teacher Readiness Scale instrument and an evidence-based teacher readiness profile that can serve as a policy foundation for CT teacher training at the SD level.

Keywords: Computational Thinking, Teacher Readiness, Merdeka Curriculum, Elementary School, Mixed Methods, CT-Teacher Readiness Scale

MANAJEMEN PENGEMBANGAN KOMPETENSI DIGITAL GURU PAUD DALAM MENDESAIN MEDIA PEMBELAJARAN INTERAKTIF BERBASIS TEKNOLOGI

Niken Ayu Dwi Ardiyanti, Qausya Faviandhani — Sun, 21 Jun 2026 04:24:39 +0700

The development of digital technology requires Early Childhood Education (PAUD) institutions to be able to manage the improvement of teachers' digital competence in a targeted and sustainable manner. PAUD teachers are not only required to be able to use technological devices, but also to be able to design interactive learning media that are appropriate to the developmental characteristics of early childhood. This study aims to describe the management of ECE teachers' digital competence development in designing technology-based interactive learning media. The research focuses on planning teachers' digital competence development needs, implementing training or mentoring programs, utilizing digital applications in creating learning media, and evaluating the results of teacher competence development. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The research subjects included ECE institution heads and ECE teachers involved in the use of digital learning media. The results are expected to demonstrate that the development of ECE teachers' digital competence needs to be managed through systematic managerial stages, starting from needs analysis, program planning, training implementation, practical mentoring, and evaluating the quality of the resulting learning media. Technology-based interactive learning media, such as interactive PowerPoint, Canva, Wordwall, educational videos, and simple learning applications, can support learning that is more engaging, visual, participatory, and appropriate to the world of children. Thus, managing the development of digital competencies in early childhood education (ECE) teachers is a crucial factor in improving the quality of learning, teacher creativity, and the readiness of ECE institutions to face the digital transformation of education.

Keywords: ECE education management, teacher digital competency, interactive learning media, learning technology, ECE teachers