During the pandemic, children aged 5-6 years need time to learn from home so that cognitive abilities during the pandemic experience obstacles. Family motivation has an important role in empowering children's cognitive abilities. The purpose of this study was to determine the effect of family motivation on the cognitive abilities of children aged 5-6 years during the pandemic. The research method used is quantitative. The research subjects found 60 children consisting and 60 parents of: grades B1, B2, B3, B4 at the Putera Bhineka Institute. Data collection techniques using observation, questionnaires, and documentation. The validity and reliability test showed that all the item instruments used were valid and reliable. Data analysis using SPSS 22.0 with simple linear regression test based on hypothesis testing. The results showed that there was no significant effect of motivation on children's cognitive abilities during the pandemic aged 5-6 years. The results of calculations with simple linear regression analysis and hypothesis testing can be said that tcount is 1.311 and a significance value is 0.195. The significant value is 0.195 > 0.05 or seen in the tcount of 1.311 < ttable 2.001. These results can be influenced by environmental factors in the community and the school environment. The findings of this study contribute that during the pandemic, children's cognitive abilities are not influenced by family motivation, but rather by environmental and other factors.
Problem solving skills are very important in supporting social development. Children with problem solving skills can build healthy relationships with their friends, understand the emotions of those around them, and see events with other people's perspectives. The purpose of this study was to determine the implementation of playing unplugged coding programs in improving early childhood problem solving skills. This study used a classroom action research design, using the Kemmis and Taggart cycle models. The subjects of this study were children aged 5-6 years in Shafa Marwah Kindergarten. Research can achieve the target results of increasing children's problem-solving abilities after going through two cycles. In the first cycle, the child's initial problem-solving skills was 67.5% and in the second cycle it increased to 80.5%. The initial skills of children's problem-solving increases because children tend to be enthusiastic and excited about the various play activities prepared by the teacher. The stimulation and motivation of the teacher enables children to find solutions to problems faced when carrying out play activities. So, it can be concluded that learning unplugged coding is an activity that can attract children's interest and become a solution to bring up children's initial problem-solving abilities. Keywords: Early Childhood, Unplugged Coding, Problem solving skills References: Akyol-Altun, C. (2018). Algorithm and coding education in pre-school teaching program integration the efectiveness of problem-solving skills in students. Angeli, C., Smith, J., Zagami, J., Cox, M., Webb, M., Fluck, A., & Voogt, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 12. Anlıak, Ş., & Dinçer, Ç. (2005). 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<p class="IJASEITParagraph">Penelitian dilakukan sesuai dengan permasalahan dalam proses pembelajaran, yaitu (1) pembelajaran yang biasanya dilakukan tidak sepenuhnya dikuasai oleh siswa; (2) sebagai pendidik harus berinovasi sesuai tuntutan zaman; (3) penggunaan smartphone sebagai alternatif sumber belajar yang efektif; (4) penggunaan android dapat menyelesaikan masalah matematika dan meningkatkan kemandirian belajar siswa. Tujuan dari penelitian ini adalah untuk mengetahui keefektifan penggunaan media pembelajaran android Microsoft Math Software (MMS) terhadap kemampuan pemecahan masalah dan pembelajaran mandiri. Penelitian ini menggunakan desain eksperimen semu dengan desain posttest control group design. Pengumpulan data dilakukan dengan menggunakan metode observasi, angket kemandirian belajar, dan tes kemampuan pemecahan masalah. Data yang diperoleh dianalisis dan dideskripsikan untuk uji normalitas dan homogenitas, uji N-Gain Score, dan uji t. Hasil analisis menunjukkan bahwa terjadi peningkatan kemampuan pemecahan masalah pada kelas eksperimen dibandingkan dengan kelas kontrol. Hasil yang diperoleh menunjukkan bahwa kemampuan pemecahan masalah pada kelas eksperimen sebesar 72,11% berada pada kategori “Tinggi”, sedangkan pada kelas kontrol hanya 26,70% yang dinyatakan “Rendah”. Hasil angket yang diperoleh 82,62% kemandirian belajar dinyatakan dalam kategori “Tinggi”.</p>
Tujuan penelitian ini ialah untuk mengetahui : (1) Asupan gizi anak usia 3 -4 tahun pada masa pandemi covid-19 di kampung kubangawan, (2), Cara orang tua memberikan makanan bergizi kepada anak usia 3 -4 tahun, (3) Faktor yang mempengaruhi anak yang memiliki kekurangan gizi. Penelitian ini merupakan penelitian Kualitatif dengan menggunakan pendekatan deskriptif. Subjek pada penelitian ini ialah Kepala Gizi UPT Puskesmas Ciruas, Orang Tua Anak Usia 3 -4 tahun. Dalam proses pengumpulan data peneliti menggunakan metode wawancara, observasi, dan dokumentasi. Sedangkan Uji Keabsahan data yang dipakai dalam penelitian yaitu Perpanjangan Keikutsertaan, Ketekunan / Keajegan Pengamatan, Triangulasi serta Member check. Dari hasil penelitian bisa disimpulkan bahawasannya asupan gizi atau makanan yang sering di berikan kepada anak usia 3 -4 tahun ialah 4 sehat 5 sempurna.
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