https://jurnal.fkip-uwgm.ac.id/index.php/warna/issue/feed Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini 2024-03-13T06:24:56+00:00 Hanita,M.Pd nitahanita87@gmail.com Open Journal Systems <p>Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini published by the Early Childhood Education Teacher Education Department, Faculty of Teacher Training and Education, Widya Gama Mahakam University, Samarinda, which is published twice a year in <strong>March and September</strong> It contains articles of research in the field of early childhood education and learning Articles are written in Bahasa and English.</p> <p><a href="https://issn.brin.go.id/terbit/detail/1455072421" target="_blank" rel="noopener">ISSN 2502-8197 (Print)</a> </p> <p><a href="https://issn.brin.go.id/terbit/detail/1455072665" target="_blank" rel="noopener">ISSN 2502-8189 (Online)</a></p> <p><a href="https://file.io/NSa7ceyO7CJ3">DOWNLOAD ARTICLE TEMPLATES </a></p> https://jurnal.fkip-uwgm.ac.id/index.php/warna/article/view/1325 Pengembangan kompetensi guru pendamping anak usia dini berkebutuhan khusus dengan autism spectrum disorder (ASD) 2023-12-14T09:07:20+00:00 Sri Lestari Cahyaningsih iik_lestari@yahoo.co.id Muhammad Nasir muhammadnasirsadeke@gmail.com <p class="abstrak"><em><span lang="EN-US">A teacher is a person who has academic competence and qualifications as a learning agent, provides knowledge, provides guidance and direction to students according to their scientific field, and will make students intelligent, smart, able to understand the knowledge that has been taught and has broad and critical thinking insights. Shadow teachers are teachers who work directly and face to face with children and assist the class teacher. The presence of a shadow teacher is very helpful in conditioning the class when the class teacher is providing lessons and explanations to students. Shadow teacher will deal with one student with special needs. Competency standards for shadow teachers meet three criteria, pedagogical standards, personality standards and professional standards. To become an shadow teacher, you need a supportive academic education, having an educational certificate at the level of D-IV/S1 PGTK or psychology or other relevant education. Or a diploma D-II PGTK from an accredited study program. The need for shadow teachers who are really needed by inclusive schools is not yet balanced with the number of students with special needs in schools. Apart from that, shadow teachers have not been provided with adequate training. This research was carried out through a literature review with a qualitative approach. The systematic review process uses various literature reviews and articles from national scale scientific journals. The analysis obtained from the study is that training is needed to support the competence of accompanying teachers in the process of teaching students with special needs. The training required is 1) explanation of inclusive education, 2) children with special needs and their characteristics and diversity, 3) growth and development of children with special needs, 4) how to provide stimulation to children with special needs, 5) how to care for and protect children with special needs, 6 ) create an individual learning program. The number of shadow teachers currently in Samarinda city inclusive schools is not yet comparable to the inclusion schools that have been decreed by the Mayor.</span></em></p> 2024-03-13T00:00:00+00:00 Copyright (c) 2024 Sri Lestari Cahyaningsih, Muhammad Nasir https://jurnal.fkip-uwgm.ac.id/index.php/warna/article/view/1430 Implementasi metode read aloud dalam mengembangkan kosa kata anak di kelompok A TK Mentari Loa Janan 2023-12-14T09:54:37+00:00 Annisa Dwi Mariana annisamariana4@gmail.com Robingatin Robingatin robingatin.ms01@gmail.com Sunanik Sunanik sunaniknik@gmail.com <p class="abstrak"><em><span lang="EN-US">This research is motivated by the importance of developing children's vocabulary in their language skills. The choice of method for implementation is also no less important. It is hoped that choosing the read aloud method will provide a pleasant atmosphere and be able to facilitate children in acquiring vocabulary. This method is a means that can provide a wide variety of vocabulary to children. The aim of this research is to determine the implementation of the read aloud method in developing the vocabulary of children in group A. This research is field research with a qualitative approach. Data was collected through observation, interviews and documentation. The subjects in this research were the Principal and Teacher of Mentari Loa Janan Kindergarten. The validity of the data was tested through triangulation of sources, techniques and time. Data analysis refers to the work steps of Miles, Huberman, and Saldana involving data condensation, data presentation, and drawing conclusions. The results of this research relate to the implementation of the read aloud method applied by teachers in developing children's vocabulary. Planning consists of selecting books that suit the learning theme and pre-reading the books. The implementation consists of creating a pleasant atmosphere, showing and introducing the book cover, actively interacting with the children, asking questions to the children and discussing about 4-5 new vocabulary words in the book. Evaluation is carried out by asking children about the story they have just read, including the content, concepts and vocabulary. Assessment of vocabulary development itself is carried out by paying attention to children's conversations and language use. Although the research results provide an overview of the implementation of the read aloud method, further research is still needed to evaluate the long-term impact on children's vocabulary development. This can be a basis for developing more concrete recommendations to increase the effectiveness of using the read aloud method in the context of vocabulary development for children in group A.<br /></span></em></p> 2024-03-13T00:00:00+00:00 Copyright (c) 2024 Annisa Dwi Mariana, Robingatin Robingatin, Sunanik Sunanik https://jurnal.fkip-uwgm.ac.id/index.php/warna/article/view/1447 Pengaruh kedisiplinan kerja guru terhadap loyalitas kepada lembaga PAUD di Kecamatan Tahunan 2023-12-31T16:48:15+00:00 Noer Azizah Rosita Dewi noerazizahrositad11@gmail.com Rina Windiarti windiarti.rina@mail.unnes.ac.id <p class="abstrak"><em>Early childhood education is the initial level of formal education for children. The role of teachers is very important in educating the lives of the nation's children. Of course, expertise, professionalism and good character are needed by a teacher. The background to the writing is that the level of work discipline of teachers at PAUD in Tahunan District is still low. A teacher's loyalty can be identified from various factors, both internal and external. Loyalty means respecting and loving everything without coercion. From the existing problems, the researcher aims to identify the influence of teacher work discipline on loyalty to PAUD institutions in Tahunan District. The aim of this research is to determine the effect of teacher work discipline on loyalty to PAUD educational institutions in Tahunan District using quantitative methods. The population in this study were teachers at PAUD in Tahunan District. The sample was determined using random sampling to obtain a sample of 155 PAUD teachers. The data analysis technique used in this research is IBM SPSS Statistics 25 analysis. The analysis method used is descriptive analysis and instrument testing. The results of research on 155 teacher respondents at PAUD in Tahunan District show that the work discipline category of PAUD teachers is in the very high discipline category, namely 67%. Meanwhile, the loyalty category is also in the very high loyalty category, namely 64%. The results of the analysis used were with the help of IBM SPSS 25, the results of research calculations showed that Chi-Square with sig. (2-tailed) is 0.000. From these calculations, it can be concluded that there is a significant influence between teacher work discipline on loyalty to PAUD educational institutions in Tahunan District.</em></p> 2024-03-13T00:00:00+00:00 Copyright (c) 2024 Noer Azizah Rosita Dewi, Rina Windiarti https://jurnal.fkip-uwgm.ac.id/index.php/warna/article/view/1474 Implementasi pembelajaran toilet training dalam menumbuhkan kemandirian anak usia dini 2023-12-31T12:23:37+00:00 Rivan Mutiasari Efendi rivanmutiasariefendii@gmail.com Nur Kholik Afandi Nurkholikafandi@gamil.com <p><em>This research focuses on early childhood independence learning through toilet training at PAUD Cakrawala Kaki Langit. The background emphasizes the importance of developing children's independence from an early age to achieve the goals of early childhood education in accordance with Law Number 20 of 2003. Toilet training </em><em>involves fostering children’s autonomy through a structured learning process</em><em> so they are able to urinate and defecate. The child's independence phase can be carried out starting from the age of 2-4 years. Independence is the ability that children have and can do without the help of others, having self-confidence and discipline. Early childhood independence is greatly influenced by the family and school environment. The aim of this research is to observe the implementation of toilet training learning in fostering independence in young children. The type of research used by this researcher is descriptive qualitative research carried out using interview, observation and documentation methods. The principal and teacher of the Skyline Cakrawala preschool are the subjects that will be observed in the research. The research results show that toilet training is effective in training children's independence which includes discipline, responsibility, courage and motor skills. The storytelling method using pictorial media in this activity involves children and provides guidance on what steps to take when in the bathroom. Interviews with school principals and graphs confirm that children's independence shows good results where children are independent to go to the toilet themselves. The conclusion of this research is that children show significant independent abilities, including going to the toilet on their own, taking off and putting on pants, cleaning the toilet, washing vital organs, and washing their hands. The development of children's independence develops very well in accordance with the desired expectations from the various aspects assessed. </em></p> 2024-03-23T00:00:00+00:00 Copyright (c) 2024 Rivan Mutiasari Efendi, Nur Kholik Afandi https://jurnal.fkip-uwgm.ac.id/index.php/warna/article/view/1476 Pendekatan saintifik dalam pengembangan Kurikulum 2013 PAUD 2023-12-30T19:37:06+00:00 Asih Wikaningtyas asih.wikaningtyas27@gmail.com Muhammad Nasir muhammadnasirsadeke@gmail.com <p><em>The Early Childhood Education (ECE) learning curriculum is a teacher's teaching tool as a learning guide that suits the child's character so that they can compete globally. Innovation is needed in the 2013 Curriculum in the form of curriculum development which is the foundation or basis of education in maximizing aspects of children's development, namely learning with a scientific approach that can stimulate children's thinking abilities, reasoning abilities and analytical abilities. Even though learning through the Independent Curriculum is being promoted, learning with a scientific approach in the 2013 Curriculum is still exciting, especially if presented in the form of educational games which are popular with children. Learning with a scientific approach is very important for children because this learning can increase children's understanding of literacy and numeracy, understand the applicable rules, and have critical reasoning. This research aims to provide information to all ECE educators and parents about the application of learning with a scientific approach in developing the 2013 ECE curriculum. Researchers use library research with a qualitative approach with data collection techniques using documentation. The research subjects are books, articles, or readings and reference sources related to the scientific approach in developing the 2013 ECE Curriculum. The research results found that learning with a scientific approach is very well implemented ECE units because this approach has a child-centred character, develops children's potential, increases children's learning motivation, develops children's attitudes and character, and improves children's communication skills. Apart from that, the scientific approach is designed to actively involve children through the process of asking, observing, gathering information, reasoning or making associations, and communicating it in learning. From the research results, it was concluded that the scientific approach in developing the 2013 ECE curriculum emphasizes the use of scientific methods and approaches that develop critical, creative and innovative thinking skills in early childhood.</em></p> 2024-03-23T00:00:00+00:00 Copyright (c) 2024 Asih Wikaningtyas, Muhammad Nasir https://jurnal.fkip-uwgm.ac.id/index.php/warna/article/view/1506 Pendekatan pembelajaran reggio emilia berbasis stimulasi kreativitas anak usia dini 2023-12-30T21:40:50+00:00 Puput Nurhayati puputnurhayati9@gmail.com Hibana hibana@uin-suka.ac.id Adelia Tsamrotul Fikriyah fikriyahadela@gmail.com <div class="page" title="Page 2"> <div class="layoutArea"> <div class="column"> <p><em>The Reggio Emilia learning model is a model that is currently rife in the world of education and is used by educators in the process of learning activities. In the Reggio Emilia approach emphasizes making projects as a result of learning so as to stimulate or encourage children to create ideas that they think of, because this learning is oriented to children, so that it can increase children's creative abilities based on their talents. However, the phenomenon that occurs today at the education level, especially at the pre-school level, is often found that learning activities tend to be centered on educators. Learning activities that occur are not fully child-centered and make the learning system unattractive to children, as a result children will experience saturation in learning activities, children also have no room to develop their abilities in imagining, exploring, and innovating their ideas and ideas. The purpose of this study was to determine the Reggio Emilia learning approach based on stimulation of early childhood creativity. The method used in this research is a literature study based on theories related to the case or problem found. While the data collection technique in this study uses primary data obtained from several national and international journals and articles. The results showed that the Reggio Emilia approach can encourage children's creativity with several aspects, namely the personal aspects that children have, the driving aspects that are programmed and well coordinated, aspects of the creative process from the preparation stage to improvement, and finally the product aspect as a result of the form of creativity which is the advantage or characteristic of the Reggio Emilia approach system so as to produce learning products. The findings in this study, through the Reggio Emilia approach, children are given the freedom to learn according to their abilities, interests, with child-oriented learning so that educators only serve as facilitators who facilitate children and children to work on their own products directed by educators.</em></p> </div> </div> </div> 2024-03-23T00:00:00+00:00 Copyright (c) 2024 Puput Nurhayati, Hibana, Adelia Tsamrotul Fikriyah https://jurnal.fkip-uwgm.ac.id/index.php/warna/article/view/1449 Pengaruh status gizi anak terhadap perkembangan bahasa ekspresif anak usia 2-3 tahun di Kelurahan Tamanwinangun Kabupaten Kebumen 2023-12-31T16:43:40+00:00 Salfah Nuryuliasih Salwanaf@students.unnes.ac.id Reni Pawestuti Ambari Sumanto renipawest@mail.unnes.ac.id <p class="abstrak"><a name="_Hlk147947509"></a><em>Early childhood education is the beginning of formal education for children and the role of teachers here is vital in educating the lives of the nation's children. Obviously, expertise, professionalism, and good character are needed by a teacher. This research's background is that the work discipline level </em><em>for ECE teachers in Tahunan District is still low. Teachers often leave the classroom while the learning process is ongoing, there are many teacher interns in short periods of time, there is still a lack of love for doing this job, and there are not many references regarding the variable of teacher loyalty at the ECE level. A teacher's loyalty can be identified from various factors, both internal and external. Loyalty means respecting and loving everything without coercion. From the existing problems, the researcher aims to identify the influence of teachers’ work discipline on their loyalty towards the ECE institutions in Tahunan District. The research method used is a quantitative survey research method with random sampling techniques. The results of research on 155 ECE teacher respondents in Tahunan District showed that the work discipline of PAUD teachers is very high &nbsp;is 67%. The same with their discipline, their loyalty is also very high is 64%. The analysis results used were with the help of IBM SPSS 25, Chi-Square calculation results with sig value results. (2-tailed) is 0.000. From these calculations, it can be concluded that there is indeed an influence of teacher work discipline on loyalty to ECE institutions in Tahunan District.</em></p> 2024-03-25T00:00:00+00:00 Copyright (c) 2024 Salfah Nuryuliasih, Reni Pawestuti Ambari Sumanto https://jurnal.fkip-uwgm.ac.id/index.php/warna/article/view/1511 Realisasi dan hambatan peran ayah ditinjau dalam perspektif pendidikan seks anak usia 3 – 6 tahun di Kelurahan Kebon Jeruk 2023-12-30T15:41:00+00:00 Aisyah Nur Rahmah aisyahrahmah03@students.unnes.ac.id Neneng Tasu'ah nenengtasuah@mail.unnes.ac.id <p><em>The phenomenon of sexual harrasment is rampant at this time. The importance of introducing early childhood sex education as an effort to prevent more victims and perpetrators of sexual deviance. Fathers as leaders contribute to being responsible for providing protection and education regarding sex education for their children. This study aims to determine the realization of the role and obstacles of fathers from the perspective of sex education for children aged 3 – 6 years in Kelurahan Kebon Jeruk. This study used a descriptive qualitative research approach. Data collection techniques used observation, interview, and documentation methods. This study involved 6 main informants who are fathers of children aged 3 – 6 years. Data validity techniques used source triangulation and technique triangulation. The results showed that the realization of the father’s role in the perspective of sex education for children aged 3 – 6 years, namely the realization of fathers’s role as a protector in sex education is shown by (a) Creating a safe environment for sex education for children age 3 – 6 years, (b) Scheduling children’s play activities to prevent potential dangers, (c) Supervising the use of media and the internet to avoid adult content. The realization of the father’s role as an educator in sex education is shown by (a) Cooperation beetween father and mother in sex education for children aged 3 – 6 years, (b) Providing sex education information according to the understanding of children aged 3 – 6 years. Another finding of this study is the existence of father’s obstacles in providing sex education for children aged 3 – 6 years, namely (1) Father’s ignorance in the process of delivering sex education to children, (2) Gender diffrences between fathers and daughters, and (3) Father’s perception that children are not ready to be discussed about sex. </em></p> 2024-03-26T00:00:00+00:00 Copyright (c) 2024 Aisyah Nur Rahmah, Neneng Tasu'ah