Indonesian Journal of Learning and Educational Studies

Peningkatan perkembangan kognitif anak usia dini melalui kegiatan bermain Puzzle di TK Diponegoro 171 Windujaya

Dewinta Kurnietin, Tugiyono, Muhaimi Mughni Prayogo — Fri, 20 Jun 2025 00:00:00 +0700

This study investigates the use of educational puzzle games to enhance cognitive development in Group B students at TK Diponegoro 171 Windujaya. Observing low cognitive performance among the children, the teacher initiated classroom action research during the 2024/2025 academic year to improve learning quality through puzzle-based activities. The research followed Kemmis and McTaggart’s (1988) classroom action research model, utilizing descriptive qualitative and quantitative methods over two cycles. Participants included 22 children that consist of 7 boys and 15 girls. Data were collected through observation and documentation. Results indicated a significant improvement in cognitive development, increasing from 71% in Cycle I to 87% in Cycle II. These findings demonstrate that puzzle-based learning activities effectively support young children’s cognitive growth. Furthermore, this approach may be applied in other educational settings to enrich teaching practices and promote further research into cognitive development through puzzle play.

Impacts of translated afro-futurism themes in early childhood education for cultural competence in Anambra state Nigeria

Josephine Obiageli Okafor — Mon, 23 Dec 2024 00:00:00 +0700

This study aimed to assess the impact of implementing translated Afro-futurism themes in early childhood education on cultural competence among primary school teachers in Anambra State, Nigeria. Adopting a survey design, the research utilized self-structured questionnaires distributed via Google Survey to accommodate the schedules of participants, ensuring they could respond at their convenience. To validate the survey instrument, feedback was sought from three experts in Measurement and Evaluation, affirming the questionnaire's validity. Reliability was confirmed through Cronbach's alpha coefficient, achieving a satisfactory reliability score of 0.84. The study's primary data source was a sample of 121 primary school teachers who completed the online survey. In examining the gathered information, the researcher applied different factual strategies. Frequency counts and percentages were utilized to sum up segment data. To address the examination questions, mean scores and standard deviations were determined, giving experiences into the members' points of view. Also, Analysis of Variance (ANOVA) was utilized to test the hypotheses, deciding the measurable meaning of any distinctions noticed. The analysis reveals significant differences in both teachers' perception of translated Afro-futurism themes across gender and the impacts of such content on children's cultural understanding based on teachers' years of experience. These findings highlight the importance of considering both gender and experience levels in implementing Afro-futurism in education. This systemic methodology worked with a thorough assessment of how integrating Afro-futurism into early childhood education influences cultural competence, offering significant bits of knowledge for teachers and policymakers in Anambra State and potentially beyond.

Pengembangan profesionalisme guru melalui program pendidikan berkelanjutan: Sebuah kajian literatur

Munawir, Faradisa Putri Yani, Elok Amelia Az-zahra — Sun, 20 Apr 2025 00:00:00 +0700

Teacher professionalism development is a key factor in improving the quality of education. In line with the changing times and the dynamic needs of education, teachers are required to continuously update their knowledge, skills, and professional attitudes. This study aims to analyze various literature findings related to the development of teacher professionalism through continuous education programs. The method used in this study is a systematic literature review of scholarly articles, research reports, and relevant policy documents from the past ten years. The results show that in the context of 21st-century education, teachers are expected to adapt to diverse classroom dynamics through flexible teaching strategies that respond to students' needs. Schools play a strategic role in supporting continuous professional development (CPD) by providing training, forming learning communities, and collaborating with external institutions. In addition, Classroom Action Research (CAR) is recognized as an effective method for improving both student learning outcomes and teacher professional development. Through the implementation of these strategies, it is expected that the overall quality of education can be enhanced, better preparing the younger generation to face future challenges.

Penggunaan strategi pembelajaran trading place untuk meningkatkan aktivitas belajar ilmu pengetahuan sosial siswa sekolah dasar

Endah Marwanti, Dwi Yogotomo, Rohmah Fitri Ambawani — Thu, 18 Sep 2025 00:00:00 +0700

The purpose of this research is to find out whether the use of trading place learning strategies can increase social studies learning activities in class IV SD Negeri 2 Glodogan, Klaten. The research method used is the spiral model which consists of 4 components, namely planning, implementation, observation, and reflection. The results showed that through cycle I and cycle II there was an increase in student learning activities. The improvement in this study can be seen from the results of the data obtained from cycle I to cycle II. This can be explained from the beginning in the pre-cycle after working on evaluation questions and the results of observing learning activities to obtain the final result of an average percentage of 62.1% in the good category and 40% in the bad student category. Then in cycle I after working on evaluation questions and observations of student learning activities the final results obtained an average percentage of 74.1% in the good category and 48.1% in the bad category. Judging from the results obtained in cycle I, the expected intervention had not yet been achieved, so the researcher continued to cycle II. after cycle II has been completed the results of working on evaluation questions and the results of observing student learning activities obtain the final results of an average percentage of 85.9% and 77.5% in the good category.