Implementasi Pembelajaran Pengembangan Kognitif AUD dengan Mengenal Angka 1-20 pada Anak Kelompok B Implementation of AUD Cognitive Development Learning by Recognizing Numbers 1-20 in Group B Children Section Articles
##plugins.themes.academic_pro.article.sidebar##
##plugins.themes.academic_pro.article.main##
Abstract
This study aimed to analyze AUD cognitive development learning implementation by recognizing the numbers 1-20 in group B at RA Muslimat NU Mutiara Bangsa Dolopo. This study uses qualitative research methods by disclosing in-depth data through interviews, observation, and review of documents about what informants do and how to plan, implement and evaluate learning to develop numeracy skills 1-20. The study's results stated that at RA Muslimat NU Mutiara Bangsa Dolopo, in learning to develop the ability to count from 1-20 in group B, the teacher had carried out the learning planning stages, namely setting themes and determining methods. In learning, learning to develop counting 1-20 group B by using home visit services. The technique used is a play method that easily stimulates a child's brain simulation so that children can easily understand and have fun learning for RA Muslimat NU Mutiara Bangsa media in developing knowledge to count 1-20 using various media, namely counting with fingers, using number cards, and using seeds. In designing learning to measure 1-20 groups B RA Muslimat NU Mutiara Bangsa Dolopo, the teacher always evaluates, namely making observations without emphasizing the results of children's activities, but the teacher must first understand the child's abilities and continue to guide and always provide motivation to children so that cognitive abilities children can develop optimally according to the child's abilities, in this case, the ability to count 1-20.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Absorbent_mind; Journal of Psychology and Child Development allow the author(s) to hold the copyright without restrictions and allow the author(s) to retain publishing rights without restrictions, also the owner of the commercial rights to the article is the author.
License:
- Attribution: You must provide an appropriate name, include a link to the license, and certify that changes have been made. You can do this in an appropriate manner, but do not imply that the licensor supports you or your use.
- Share Alike: If you compose or make derivatives of these materials, you must distribute your contributions under the same license as the original materials.
- No additional restrictions: You may not use legal provisions or technological means of control that legally restrict others from doing the things this license allows.
You are free to:
- Share, copy, and redistribute this material in any form or format.
- Adapt, modify, and create derivatives of this material for any purpose, including commercial purposes.
- The licensor cannot revoke the above terms as long as you comply with the terms of this license.
Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
References
Fajriyah, L. (2018). Pengembangan Literasi Emergen Pada Anak Usia Dini. Proceedings of The ICECRS, 1(3), 165–172. https://doi.org/10.21070/picecrs.v1i3.1394
Handayani, N. N. L. (2020). Pengaruh Model Pembelajaran Kooperatif Berbantuan Media Gambar Berseri Terhadap Kemampuan Bahasa Dan Kemampuan Dasar Kognitif Anak Kelompok B Tk Negeri Pembina Rendang. Widya Kumara: Jurnal Pendidikan Anak Usia Dini, 1(1), 47–58.
Haryani, S., & Sari, V. M. (2021). Efektifitas Penggunaan Video Pembelajaran dalam Meningkatkan Kognitif Anak Usia 4-5 Tahun di Masa Pembelajaran Jarak Jauh. Jurnal Pendidikan Tambusai, 5(2), 4365–4572.
Hidayati, L., & Yulsyofriend, Y. (2022). Perkembangan Motorik Halus Anak Pada Sentra Seni Dan Kreativitas Di Taman Kanak Kanak Islam Raudhatul Jannah Kota Payakumbuh. Jurnal Family Education, 2(2), 207–219.
Hidayati, R., & Lestari, I. (2021). Permainan Tradisional Jawa Tengah dalam Meningkatkan Kemampuan Motorik Anak Usia Dini. Prosiding Seminar Nasional Bimbingan Dan Konseling Universitas Negeri Malang, 14–24.
Indrawati, R. (2022). Penerapan Metode Pemberian Tugas terhadap Kemampuan Mengenal Bilangan pada Anak Usia Dini. PAUD Lectura: Jurnal Pendidikan Anak Usia Dini, 5(02), 45–52.
Istiyani, D. (2013). MODEL PEMBELAJARAN MEMBACA MENULIS MENGHITUNG. Jurnal Penelitian, 10(1), 1–18.
Lestari, L. D. (2020). Pentingnya mendidik problem solving pada anak melalui bermain. Jurnal Pendidikan Anak, 9(2), 100–108.
Meutia, C. (2021). Peningkatan Hasil Belajar dan Kemampuan Berpikir Kritis Siswa dalam Materi Perhitungan Kimia Melalui Model Pembelajaran Problem Based Learning. Jurnal Kinerja Kependidikan (JKK), 3(1), 39–60.
Miles, M., & Huberman, M. (1992). Qualitative Data Analysis (Diterjemahkan oleh Rohidi (ed.); Cetakan pe). Universitas Indonesia (UI-Press).
Mufid, A., Fatimah, S., Aeeni, N., & Asfahani, A. (2022). Meningkatkan Perkembangan Kecerdasan Naturalistik melalui Metode Outbound (Studi RA Muslimat NU XVII Keser). Absorbent Mind, 2(02), 1–9.
Muhammad Fadillah. (2016). DESAIN PEMBELAJARAN PAUD.pdf. umpo.
Prashanti, N. A. S. (2023). Pengaruh Media Papan Pipa Hitung Terhadap Pemahaman Konsep Lambang Bilangan Pada Anak Usia 4-5 Tahun di TK Darussalam 02 Kartasura.
Rahmaningrum, A., & Fauziah, P. (2020). Peran Guru pada Pengasuhan Anak dari Keluarga Tenaga Kerja Indonesia. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1282–1292.
Safitri, D., Lestariningrum, A., & Nusantara, U. (2021). Penerapan Media Loose Part untuk Kreativitas Anak Usia 5-6 Tahun. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 2(1), 40–52.
Sari, D. R., & Rasyidah, A. Z. (2019). Peran Orang Tua Pada Kemandirian Anak Usia Dini. Early Childhood: Jurnal Pendidikan, 3(1), 45–57.
Sari, T., Yasin, A. F., & Walid, M. (2022). Urgensi Pendidikan Keluarga Dsala Pengembangan Budaya Gemar Membaca Siswa. Khazanah Intelektual, 6(1), 1335–1354.
Setiyaningsih, G., & Syamsudin, A. (2019). Pengembangan media big book untuk meningkatkan kemampuan literasi anak usia 5-6 tahun. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 9(1), 19–28.
Sugiyono. (2019). Metode Penelitian Pendidikan: Kuantitatif, Kualitatif, Kombinasi, R&D dan Penelitian Pendidikan. Alfabeta.
Tahmidaten, L., & Krismanto, W. (2020). Permasalahan budaya membaca di Indonesia (Studi pustaka tentang problematika & solusinya). Scholaria: Jurnal Pendidikan Dan Kebudayaan, 10(1), 22–33.
Talango, S. R. (2020). Konsep perkembangan anak usia dini. Early Childhood Islamic Education Journal, 1(1), 93–107.
Travelancya, T., & Asfahani, A. (2022). Model Pendampingan Penyelenggaraan Kelompok Bermain Holistik & Integratif. Absorbent Mind: Journal of Psychology and Child Development, 2(01), 29–35.
Wahyuni, F., & Asfahani, A. (2021). Menjadi Orang Tua Kreatif bagi Anak Usia Dini di Masa New Normal. Absorbent Mind: Journal of Psychology and Child Development, 1(1), 1–11.
Wijayanti, L. M. (2021). Penguasaan Fonologi dalam Pemerolehan Bahasa (Studi Kasus pada Anak Usia 1.5 Tahun). Absorbent Mind: Journal of Psychology and Child Development, 1(1), 12–24.