Impelementasi Projek Aksi Nyata Berdasarkan Perkembangan Usia, Minat dan Budaya Lokal Peserta Didik Fase A Sekolah Dasar Negeri Ngasinan Kabupaten Semarang

Trivena Dyah Wijayanti

doi:10.62588/ahjpm.2025.v3i1.0022

Authors

Trivena Dyah Wijayanti 1

Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana, Jawa Tengah Indonesia

Abstract

This community service aims to provide non-academic activity development services in the form of real action projects to improve the socio-emotional, language, cognitive, and independence skills of students aged 7-8 years in grades 1 and 2 of SDN Negeri Ngasinan which are still low. This community service activity was conducted from November 28 to December 5, 2024, at SD Negeri Ngasinan, Semarang Regency, with the aim of providing a development service for learning methods that optimize the development of Phase A students (grades 1 and 2) aged 7-8 years based on their age characteristics, interests, and local culture. Based on initial observations using the Developmental Checklist (By Ages) instrument and interviews with students and teachers, it was found that there were conditions of low interest in creative expression, difficulties in managing emotions, and low communication and independence skills. The community service team integrated local culture with methods based on children's interests and age. The project, titled "Pelepah Ceria," focused on developing creativity, problem-solving, literacy, numeracy, as well as physical and social skills through nature-based art activities, such as processing banana leaves into art pieces. The results of the project implementation showed a significant increase in students' cognitive, language, socio-emotional, cognitive, and artistic skills. This project also demonstrated that a local culture-based approach that actively engages children can promote positive development in various aspects. Evaluation through interviews, feedback from teachers, and reflection from the community service team indicated the success of the project in enhancing students' motivation to participate actively and develop broader skills.

Keywords:

Project, age development, interests, local culture

DOI:

https://doi.org/10.62588/ahjpm.2025.v3i1.0022

References

Arafah A. A, Sukriadi, & Samsuddin, A. F. (2023). Implikasi Teori Belajar Konstruktivisme pada Pembelajaran Matematika . JPM: Jurnal Pendidikan MIPA, 13(2). https://doi.org/https://doi.org/10.37630/jpm.v13i2.946

Ermis Suryana E, Hasdikurniati A.I,Harmayanti, A. A & Harto K. (2022). Perkembangan Remaja Awal, Menengah Dan Implikasinya Terhadap Pendidikan. Jurnal Ilmiah Mandala Education (JIME) , 8(3), 1917–1928. https://doi.org/10.58258/jime.v9i1.3494

Fadhilah. A. N, & Rahmawati, L. E. (2020). Muatan Kearifan Lokal pada Buku Bacaan Siswa Terbitan Kemdikbud. DIGLOSIA: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 3(3), 317–330. http://diglosiaunmul.com/index.php/diglosia/article/view/64

Hendrawan, Y. F & Wahyuni S. (2020). Peran Keluarga dalam Mendukung Perkembangan Sosial dan Emosional Anak Usia Dini. Jurnal Pendidikan Anak Usia Dini, 10(4), 215–227.

Khadijah, & Zahraini N. (2021). Perkembangan Sosial Anak Usia Dini; Teori dan Strateginya. CV. Merdeka Kreasi Group.

Marotz, L. R & Allen K. E. (2011). Developmental Profiles: Prebirth Through Eight (6th ed.). CA: Cengage Learning.

Mursid, & Kusumawati. (2021). Hubungan Kemandirian Emosional dengan Kepercayaan Diri Anak Usia 7-9 Tahun. Jurnal Psikologi Pendidikan Dan Perkembangan, 14(1), 100-110.

Rahman U. (2020). Dinamika Perkembangan Anak (T. Mathar, Ed.; 1st ed.). Alauddin University Press.