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GENIUS: Indonesian Journal of Early Childhood Education
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27230686     EISSN : 27230694     DOI : 10.35719/gns.v4i1
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
GENIUS: Indonesian Journal of Early Childhood Education is specialized in Development of Moral and Religious Values, Physical Motoric Development, Social and Emotional Development, Cognitive Development, Language Development, The Development of Arts and Creativities, Parenting, Early Childhood Educational Institution Management, Early Childhood Development Assessment, Early Childhood Development Psychology Empowerment of Early Childhood, Early Childhood Learning Strategies, Early Childhood Learning Curriculum, Educational Game Tools in Early Childhood Education, Learning Medias in Early Childhood Education, Innovations in Early Childhood Education, Early Childhood Nutrition and Health and other relevant topics. The journal promotes researchers, scholars, as well as professionals in the realm of Early Childhood Education to communicate their original research and current issues on the subject. The languages used are Indonesian ad English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education" : 7 Documents clear
Smart Techno Parenting for Early Childhood Socio-Emotional Development in the Digital Age Suargani, Ganjar; Surya, Julia; Maullasari, Sri
GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v4i2.116

Abstract

Today, people live in the digital age. Everyone from all walks of life, including early childhood, is familiar with gadgets. Gadgets can hurt early childhood due to parents' lack of awareness of the dangers posed. This article elaborates on parenting strategies for early childhood socio-emotional development in the digital era. The primary sources used are national and international journals, while secondary sources are books related to the topic of discussion. Journals and books used as references discuss parenting strategies that focus on early childhood socio-emotional development in the digital age. The results show that intelligent techno parenting is an appropriate strategy to educate and develop children's potential optimally; parents should be more active and creative and understand the development of technology as a positive educational tool for children.
Teacher's Role in Developing Communication and Social-Emotional Skills of Children with Autism Spectrum Disorder Sudarto, Sudiaryati; Rahmawati, Siti; Choiriyah, Choiriyah
GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v4i2.122

Abstract

This study aims to determine the role of teachers in addressing the communication and social skills of children with Autism Spectrum Disorder along with the implementation of Individualized Education Programs (IEP). This type of research in this article uses a literature study with a qualitative approach. Data collection techniques using literature analysis. Source triangulation is done by searching for data from various sources that are still related to one another. The results of the study show that: 1) Children with ASD experience problems in communication and social-emotional aspects, 2) Children with ASD have very varied conditions, so the approach will be different 3) Communication and social-emotional strategies can be adapted to the school environment according to the needs of children with ASD, 4) Regular (inclusive) schools, the role of the teacher is to provide assistance and focused treatment of the individual autistic child, 5) For mild autistic children, he can still interact and communicate with normal children, while for this severe type, he cannot interact socially and communicate even though he is with his friends..., 6) The application of the IEP (Individualized Educational Program) can accommodate individual barriers because it is an individual program based on the special needs of children in learning so that it can optimize children's potential both in the learning process as well as education as a whole, 7) An autistic people tend to be alone and show preoccupation with their world and minimal eye contact so they don't seem to focus on the surrounding social environment.   Abstrak Penelitian ini bertujuan untuk mengetahui peran guru dalam menangani kemampuan komunikasi dan sosial anak dengan Autism Spectrum Disorder dan penerapan IEP (Individualized Education Program). Jenis penelitian dalam artikel ini menggunakan studi literatur dengan pendekatan kualitatif. Teknik pengumpulan data menggunakan studi kepustakaan.  Triangulasi sumber dilakukan dengan cara mencari data dari beragam sumber yang masih berkaitan satu sama lain.  Hasil penelitian menunjukkan bahwa: 1) Anak dengan ASD mengalami gangguan pada aspek komunikasi dan sosial-emosional, 2) Anak dengan ASD memiliki kondisi yang sangat bervariasi, sehingga pendekatannya pun akan berbeda 3) Strategi komunikasi dan sosial-emosional dapat disesuaikan dengan lingkungan sekolah sesuai dengan kebutuhan anak dengan ASD, 4) Pada sekolah reguler (inklusi), peran guru adalah memberikan pendampingan dan penanganan yang berfokus pada individu anak autis, 5) Untuk anak autis tipe ringan, masih dapat berinteraksi dan berkomunikasi dengan anak normal, Sedangkan untuk tipe berat, mereka tidak dapat berinteraksi sosial dan berkomunikasi meskipun dengan teman-temannya, 6) Penerapan IEP (Individualized Educational Program) dapat mengakomodir hambatan individu karena merupakan program individual yang didasarkan pada kebutuhan khusus anak dalam belajar sehingga dapat mengoptimalkan potensi anak baik dalam proses pembelajaran maupun pendidikan secara keseluruhan, 7) Anak autis cenderung menyendiri dan menunjukkan keasyikan pada dunianya serta kontak mata yang minim sehingga terlihat tidak fokus pada lingkungan sosial di sekitarnya.
Relationship between Collage Activities and Early Children’s Creativity Sapaat, Siti
GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v4i2.131

Abstract

This study aims to determine the relationship between college activities and early childhood creativity in the Islamic Kindergarten of Asy Syifa, Cikancung District, Bandung Regency. The method used in this study is the correlation method with a quantitative approach, sampling techniques using saturated sampling techniques, data collection techniques using observation, and data analysis using statistical formulas. This research is motivated by preliminary studies conducted in the Islamic Kindergarten of Asy Syifa that children's creativity is still low, evidenced by the average value obtained is 2.3, which is in the range of 1.75-2.49, which is interpreted to begin to develop. The activity that has been running in the learning process in the Islamic Kindergarten of Asy Syifa to train children's creativity is collage. Based on the analysis of college activity data obtained, an average value of 74.15 is categorized as good. Early childhood creativity obtained an average value of 2.78, categorized as developing according to expectations. Then the value of thing = 25.52 > table = 2.160 at a significant level of 5% interpreted Ho rejected, and Ha accepted means there is a significant relationship between college activities and early childhood creativity in the Islamic Kindergarten of Asy Syifa. It obtained a correlation coefficient of 0.99, which is interpreted as very strong. The contribution of collage activities to early childhood creativity was 98%, and other factors influenced 2%.   Abstrak Penelitian ini bertujuan untuk mengetahui hubungan antara kegiatan membuat kolase dengan kreativitas anak usia dini di Raudhatul Athfal Asy Syifa yang berlokasi di Kabupaten Bandung, Indonesia. Metode yang digunakan dalam penelitian ini adalah metode korelasi dengan pendekatan kuantitatif, teknik pengambilan sampel menggunakan teknik sampling jenuh, teknik pengumpulan data menggunakan observasi, dan analisis data menggunakan rumus statistik. Penelitian ini dilatarbelakangi oleh hasil studi pendahuluan yang dilakukan di Raudhatul Athfal Asy Syifa bahwa kreativitas anak masih rendah, hal ini dibuktikan dengan nilai rata-rata yang diperoleh adalah 2,3 yang berada pada rentang 1,75 - 2,49 yang ditafsirkan Mulai Berkembang. Kegiatan yang berjalan dalam proses pembelajaran di Raudhatul Athfal Asy Syifa untuk melatih kreativitas anak adalah kolase. Berdasarkan hasil analisis data, kegiatan kolase memperoleh nilai rata-rata 74,15, dikategorikan Baik. Kreativitas anak usia dini memperoleh nilai rata-rata 2,78, dikategorikan Berkembang Sesuai Harapan. Kemudian nilai thitung = 25,52 > ttabel = 2,160 pada taraf signifikan 5% yang diinterpretasikan Ho ditolak dan Ha diterima, artinya terdapat hubungan yang signifikan antara kegiatan kolase dengan kreativitas anak usia dini di Raudhatul Athfal Asy Syifa. Diperoleh nilai koefisien korelasi sebesar 0,99 yang diinterpretasikan sangat kuat. Kontribusi kegiatan kolase terhadap kreativitas anak usia dini di Raudhatul Athfal Asy Syifa sebesar 98%, dan faktor lain mempengaruhi sebesar 2%.
Developing Cognitive Skills in Number Recognition Through Picture Number Card Media in Early Childhood Mahrus, Mahrus
GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v4i2.136

Abstract

Cognitive abilities are the brain-based skills required to perform any task from the simplest to the most complex. Children's ability to recognize numbers requires thinking about objects, objects, or events. The aims of this study were: 1) To find out the teacher's planning in developing cognitive abilities in introducing numbers using picture number cards to student A at PAUD Permata Jember. 2) To find out the form of teacher implementation in developing cognitive abilities in introducing numbers with illustrated number cards media to group A students at PAUD Permata Jember. 3) To determine the teacher's evaluation in developing cognitive abilities in introducing numbers with illustrated number card media to group A students at PAUD Permata Jember. This research uses a qualitative approach with the type of case study research. This research used observation, interviews, and documentation as data collection techniques. Data analysis uses data condensation, data presentation, and data verification. In comparison, the validity of the data is used in triangulation techniques and data sources. Based on the study's results, 1) planning: Formation of themes, preparation of lesson plans, preparation of learning media, choice of teaching methods and materials to be implemented, and provision of information to students before learning activities. 2) Forms of implementation: opening activities, namely greetings, praying, and asking how students are doing; Second is the core activity, namely seating management, singing songs about number recognition, distributing illustrated number card media to students, implementing number recognition, students individually take turns demonstrating on the blackboard. Then, the third is the closing activity, namely, the teacher instructs (recalling) the repetition of today's learning activities, and the last is the closing activity of learning (praying). 3). evaluation, observation (observation), performance (assignment), and checklist.
The Effect of Using Number Piggy Bank Media on the Symbolic Thinking Ability of 5-6 Years Old Children Khoirunnisa, Khiyar; Nurhayati, Eti; Jazariyah, Jazariyah
GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v4i2.146

Abstract

The ability to think symbolically is one of the essential aspects of cognitive development to be achieved by early childhood. However, reality shows that some children's ability to think symbolically still needs to be achieved optimally. For this reason, a learning media that functions as an educational game tool is used, namely a number piggy bank. For this reason, this study aims to determine the role of using number piggy banks in learning in early childhood classes in the age range of 5-6 years. Furthermore, it is to determine the effect of using the media on developing their symbolic thinking skills. The type of research used in this study is mixed-method. The data analysis technique used was descriptive and statistical analysis using the chi-squared method (?²). The data collection techniques were observation, tests, interviews, and documentation. The results showed that the number piggy bank was declared to affect symbolic thinking skills in children aged 5-6 at a kindergarten in Kuningan Regency, West Java, Indonesia. It is based on observations of teacher and student activities, which show 82.3% after using the number piggy bank media and 78.6% in the results of symbolic thinking abilities in children aged 5-6 years obtaining BSH qualifications (developing as expected). As well as the results of validity tests and statistical calculations, the use of number piggy banks affects the ability to think symbolically in children aged 5-6 years obtained Z-count (44.15) > Z-table (1.879).   Abstrak Kemampuan berpikir simbolik merupakan salah satu aspek perkembangan kognitif yang penting untuk dicapai oleh anak usia dini. Namun realita menunjukkan bahwa kemampuan berpikir simbolik pada beberapa anak masih belum tercapai secara optimal. Untuk itu digunakanlah sebuah media pembelajaran yang sekaligus berfungsi sebagai alat permainan edukatif, yaitu celengan angka. Untuk itu, penelitian ini bertujuan untuk mengetahui peran penggunaan media celengan angka dalam pembelajaran di kelas anak-anak usia dini dalam rentang usia 5-6 tahun. Selanjutnya ialah untuk mengetahui pengaruh penggunaan media tersebut terhadap perkembangan kemampuan berpikir simbolik mereka. Jenis penelitian yang digunakan dalam penelitian ini adalah mixed-method. Teknik analisis data yang digunakan ialah analisis deskriptif dan analisis statistik berupa metode chi-kuadrat (?²). Teknik pengumpulan data yaitu observasi, tes, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa media celengan angka dinyatakan berpengaruh terhadap kemampuan berpikir simbolik pada anak usia 5-6 tahun di TK Negeri Lestari Kecamatan Cibingbin Kabupaten Kuningan. Hal tersebut berdasarkan observasi terhadap aktivitas guru dan siswa yang menunjukkan persentase sebesar 82,3% setelah penggunaan media celengan angka dan 78,6% dihasil kemampuan berpikir simbolik pada anak usia 5-6 tahun memperoleh kualifikasi BSH (bekembang sesuai harapan). Serta hasil uji validitas dan perhitungan secara statistik penggunaan media celengan angka berpengaruh terhadap kemampuan berpikir simbolik pada anak usia 5-6 tahun diperoleh Z-hitung (44,15) > Z-tabel (1,879).
Implementation of Character Education Programs in Instilling an Attitude of Tolerance Hermawan, Dani; Azizah, Shintya Ajeng Guswan
GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v4i2.147

Abstract

Intolerance in Indonesia is currently a problem that is quite worrying for the community and also for the government, as many people know that Indonesia has very diverse religions and cultures, so institutions are required to implement character education programs to instill tolerance from an early age so that the next generation can instill a spirit of tolerance. One day, they will be able to implement it properly. Instilling the values of solidarity and inter-religious harmony through education is an effective and appropriate way, so it is necessary to implement a Character Education Program to instill tolerance. This research aims to describe how to implement character education programs in instilling an attitude of tolerance and what the factors are in it. It uses a case study of qualitative approaches. The results are (1) Implementation of the character education program in instilling an attitude of tolerance includes three stages, namely, planning, action, and evaluation, and (2) Supporting factors include motivation from the family environment, which is very influential, and school facilities such as posters, pictures, etc., inhibiting factors include: differences in students' character backgrounds and attitudes which can disrupt the course of learning.
The Role of Parents in Implementing Screen Time Restrictions on Children to Help Improve Social Development Maf'tuhatun, Teris; Wulandari, Hayani
GENIUS: Indonesian Journal of Early Childhood Education Vol. 4 No. 2 (2023): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v4i2.154

Abstract

Technology has a significant influence on human life, including the lives of children. Behind the many positive impacts of technology, there are also negative impacts, one of which is that children's social development will be hampered. So, time limits, assistance, and parental direction are needed to provide screen time to children. The purpose of this research is to determine the role of parents in implementing screen time restrictions on children to help improve their social skills. This research uses descriptive qualitative research methods. The data collection method used was a questionnaire. The questionnaire contains eight questions related to the role of parents in implementing screen time restrictions for children to help improve social skills. It is then distributed online to parents of early childhood children in one of the kindergartens in Megu Cilik. The data is analyzed using the Guttman scale and described. The research results show that of the 32 respondents, 90% of parents have an essential role in limiting screen time for children, which can help improve social development. Appropriate limitations on screen time and parental involvement in children's social activities are needed to increase children's social development. Abstract Technology has a significant impact on human life, including the lives of children. Behind the many positive impacts of technology, there are also negative impacts, one of which is that children's social development will be hampered. So, it is necessary to limit parents' time, assistance, and direction in giving screen time to children. The purpose of this study is to determine the role of parents in implementing screen time restrictions on children to help improve their social skills. This research uses descriptive qualitative research methods. The data collection method used is a questionnaire. The questionnaire contains eight questions related to the role of parents in implementing screen time restrictions on children to help improve social skills, then distributed online to parents of early childhood in one of the kindergartens in Megu Cilik then the data is analyzed using a Guttman scale and described by Kariadinata, 2012; Ngafifi, 2014; Tatminingsih, 2017 in Munafiah., & Latif, 2022). The results showed that out of 32 respondents, 90% of parents have an essential role in limiting screen time in children, which can help improve social development. It is necessary to limit screen time appropriately and involve parents in children's social activities to improve children's social development.

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