https://jurnal.umj.ac.id/index.php/YaaBunayya <p><span style="font-size: 14px; text-align: justify;"><strong>Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini</strong></span></p> <p><span style="font-size: 14px; text-align: justify;">Program Studi Pendidikan Guru Pendidikan Anak Usia Dini Fakultas Ilmu Pendidikan Universitas Muhammadiyah Jakarta mengundang para dosen, peneliti, pengkaji, praktisi, dan pemerhati serta mahasiswa Sarjana/Magister/Doktor, untuk mengirimkan paper atau artikel ilmiahnya. Paper yang masuk akan di-review secara peer-review. Setelah proses review selesai, hasil review akan diinformasikan kepada penulis paper melalui sistem Open Journal System (OJS). Adapun ruang lingkup di dalam jurnal ini adalah Pendidikan Anak Usia Dini</span></p> <p><strong style="font-size: 14px; text-align: justify;">Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini</strong><span style="font-size: 14px; text-align: justify;"> terbit 2 kali dalam setahun. Secara berkala terbit setiap bulan Mei dan November.</span></p> <p> </p> <p><strong>Yaa Bunayya: Journal of Early Childhood Education</strong></p> <p>The Early Childhood Education Teacher Education Study Program, Faculty of Education, Muhammadiyah Jakarta University invites lecturers, researchers, reviewers, practitioners, and observers as well as Bachelor / Master / Doctoral students, to submit papers or scientific articles. The incoming paper will be peer-reviewed. After the review process is complete, the results of the review will be informed to the paper author through the Open Journal System (OJS) system. The scope of this journal is Early Childhood Education.</p> <p><strong>Yaa Bunayya: Journal of Early Childhood Education</strong> is published twice a year. 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If the standard suite of rights granted under applicable copyright law includes additional rights not granted under this License, such additional rights are deemed to be included in the License; this License is not intended to restrict the license of any rights under applicable law.</li></ol> yogaaditiaragil@umj.ac.id (Yoga Aditia Ragil) putrigardam1999@gmail.com (Putri Garda Maharani) Sat, 31 May 2025 00:00:00 +0000 OJS 3.2.1.5 http://blogs.law.harvard.edu/tech/rss 60 https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/26785 <span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;"><span style="vertical-align: inherit;">Pendidikan karakter pada anak usia dini menjadi perhatian utama dalam membentuk individu yang berakhlak dan memiliki nilai-nilai moral sejak dini. Namun, masih terdapat keterbatasan dalam pemahaman guru mengenai strategi efektif dalam mengenalkan karakter pendidikan di PAUD, khususnya di PAUD Qurrata Ainainy. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis strategi yang diterapkan oleh guru dalam menanamkan karakter pendidikan pada anak usia dini. Metode yang digunakan adalah penelitian deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Informan penelitian terdiri dari kepala sekolah dan dua guru yang mengajar di PAUD Qurrata Ainainy. Hasil penelitian menunjukkan bahwa pendidikan karakter di PAUD Qurrata Aiainy diterapkan melalui kurikulum Merdeka yang dikombinasikan dengan kurikulum berbasis fitrah, serta berbagai strategi pembelajaran seperti bercerita, bermain peran, dan pembiasaan nilai karakter dalam aktivitas sehari-hari. Media pembelajaran seperti buku cerita dan alat peran edukatif juga digunakan untuk memperkuat pemahaman anak terhadap nilai-nilai karakter, seperti kejujuran, empati, dan kemandirian. Faktor pendukungnya meliputi lingkungan sekolah yang Islami, peran aktif guru, dan keterlibatan orang tua, sementara tantangan utama adalah konsistensi antara nilai-nilai yang diajarkan di sekolah dan di rumah serta pengaruh pola asuh keluarga. Kajian ini menekankan pentingnya sinergi antara sekolah dan keluarga dalam membentuk karakter anak usia dini secara optimal.</span></span></span></span> Heni Farida, Munawwarah Samad Copyright (c) 2025 Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini https://creativecommons.org/licenses/by-nc/4.0 https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/26785 Tue, 20 May 2025 00:00:00 +0000 https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/26896 <p><em>Anak-anak menguasai bahasa yang lebih kompleks pada usia lima hingga enam tahun. Proses perkembangan bahasa anak sangat dipengaruhi oleh pola asuh orang tua. Berdasarkan temuan di lapangan, khususnya di BA Aisyiyah Bandar, banyak anak usia dini pada rentang usia ini masih mengalami kesulitan dalam mengembangkan kemampuan berbahasa mereka. Anak-anak sering kali menggunakan campuran antara Bahasa Jawa dan Bahasa Indonesia, dan terlihat belum mampu berbicara dengan memperhatikan norma kesopanan, baik kepada guru maupun kepada orang tua. Tidak banyak interaksi yang dilakukan anak dengan teman dan orang-orang di sekitarnya juga menyebabkan mereka tidak percaya diri dalam berkomunikasi. Penelitian ini bertujuan untuk mengetahui sejauh mana peran pola asuh orang tua terhadap perkembangan bahasa anak-anak usia 5–6 tahun di BA Aisyiyah Bandar. Untuk menentukan jenis pola asuh yang diterapkan oleh orang tua, peneliti menggunakan teori pola asuh Baumrind. Metode deskriptif kualitatif dan studi kasus digunakan untuk mengumpulkan data melalui wawancara, observasi, dan dokumentasi. Model yang dikembangkan oleh Miles dan Huberman digunakan untuk menganalisis data. Studi ini dilakukan di BA Aisyiyah Bandar dari 9 Desember 2024 hingga 10 Maret 2025. Hasil penelitian menunjukkan bahwa dari lima narasumber, tiga orang tua menerapkan pola asuh demokratis terhadap anak-anak mereka, sementara dua lainnya menerapkan pola asuh otoriter. Kesimpulan dari penelitian ini menunjukkan bahwa pola asuh orang tua sangat penting untuk perkembangan bahasa anak-anak usia lima hingga enam tahun.</em></p> Heni Adiningsih, Malta Anantyasari Copyright (c) 2025 https://creativecommons.org/licenses/by-nc/4.0 https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/26896 Tue, 20 May 2025 00:00:00 +0000 https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/26641 <p><em>Kemampuan literasi pada anak usia dini berkontribusi terhadap kesuksesan anak di masa mendatang. Kemampuan ini menjadi salah satu pondasi untuk meningkatkan kemampuan lainnya seperti kemampuan bahasa, kognitif, dan sosial. Namun, kemampuan literasi pada anak masih rendah</em><em>. Salah satu pendekatan yang dapat diterapkan untuk meningkatkan literasi anak usia dini adalah dengan mengoptimalkan pojok baca di lingkungan pendidikan anak usia dini. Pojok baca merupakan area yang didesain khusus untuk mendorong anak berinteraksi dengan buku secara mandiri maupun dengan pendampingan pendidik atau orang tua. Namun, dalam implementasinya, pojok baca di berbagai satuan pendidikan masih menghadapi kendala. Melalui penelitian ini, diharapkan dapat ditemukan model optimalisasi pojok baca yang efektif dalam meningkatkan keterampilan literasi anak usia dini, Penelitian ini adalah penelitian deskriptif dengan pendekatan kualitatif. Penelitian dilakukan dengan peneliti sebagai instrumen kunci. Hasil dari penelitian tersebut, peneliti menemukan beberapa strategi yang dapat dilakukan untuk mengoptimalkan pojok baca untuk meningkatkan kemampuan literasi anak usia dini yaitu desain pojok baca yang menarik, pemilihan buku yang sesuai dengan minat dan usia anak, pendekatan interaktif, dukungan pendidik dan orangtua, mengaitkan pojok baca dengan aktivitas nyata, serta memberikan penghargaan. </em></p> Ana Falera, Prisca Budi Juvitasari Copyright (c) 2025 Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini https://creativecommons.org/licenses/by-nc/4.0 https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/26641 Tue, 20 May 2025 00:00:00 +0000 https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/25243 <p>Penelitian ini bertujuan untuk mengidentifikasi kontribusi Komunitas Bank Sampah Bumi Inspirasi dalam membentuk karakter peduli lingkungan anak usia dini melalui program Kang Pisman (Kurangi, Pisahkan, dan Manfaatkan Sampah) di TPA Bumi Inspirasi Learning Center, Kota Bandung. Pendekatan kualitatif dengan metode deskriptif digunakan dalam penelitian ini, yang dilaksanakan pada Mei–Juli 2024. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis dengan teknik reduksi data, penyajian data, dan verifikasi. Hasil penelitian menunjukkan bahwa edukasi oleh komunitas bank sampah berhasil meningkatkan kesadaran anak-anak tentang pengelolaan sampah melalui praktik membawa wadah makan sendiri, memilah sampah sesuai jenisnya, serta memanfaatkan sampah menjadi barang yang bernilai guna, seperti kompos. Pengintegrasian nilai-nilai program Kang Pisman ke dalam kurikulum TPA dilakukan melalui aktivitas pembiasaan dan media kreatif seperti lagu dan cerita. Kesimpulannya, kolaborasi antara komunitas bank sampah dan lembaga pendidikan efektif dalam menanamkan karakter peduli lingkungan pada anak usia dini, sekaligus mendorong perilaku ramah lingkungan di masyarakat.</p><p><strong> </strong></p><p><strong>Kata Kunci:</strong><em> </em><em>Bank Sampah, Karakter Peduli Lingkungan, Anak Usia Dini</em></p> Susan Maulani, Dianti Yunia Sari, Rahmawati Rahmawati Copyright (c) 2025 Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/25243 Tue, 20 May 2025 00:00:00 +0000 https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/26170 <p><em>The purpose of the research is to find out story models that are suitable for children aged 4-5 years and how to implement them in SMV Kindergarten so that children's English vocabulary increases. Adding English vocabulary in a tri-lingual school environment (Mandarin, English and Indonesian) will become more complicated when children start learning vocabulary from different languages. Because the meaning of one word can be interpreted differently, it is important for children to understand the vocabulary as a whole in one sentence or story. The method used in this research is the classroom action method which is carried out in two cycles. The results obtained from this research are that children aged 4-5 years can absorb and understand English vocabulary thoroughly and can use this vocabulary in everyday life. And children aged 4-5 years like stories told by their teachers using simple English modified by the teacher. </em></p> Fitria Budi Utami Copyright (c) 2025 Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini https://jurnal.umj.ac.id/index.php/YaaBunayya/article/view/26170 Tue, 20 May 2025 00:00:00 +0000