Analisis Kemampuan Komunikasi pada Anak Usia Dini Kelas B1 di Sekolah TK Negeri Pembina

Wiwid Asianti Mooduto; Rini Yanti Uaneto; Masita Siyuta; Nazwa Fathlyah Makmur; Fiola Indah Putri Pratama

doi:10.59059/tarim.v6i3.2781

Authors

Wiwid Asianti Mooduto Universitas Negeri Gorontalo
Rini Yanti Uaneto Universitas Negeri Gorontalo
Masita Siyuta Universitas Negeri Gorontalo
Nazwa Fathlyah Makmur Universitas Negeri Gorontalo
Fiola Indah Putri Pratama Universitas Negeri Gorontalo

DOI:

https://doi.org/10.59059/tarim.v6i3.2781

Keywords:

Affective Domain, Communication Skills, Early Childhood, Interactive Learning, Teacher Role

Abstract

This study aims to analyze the communication skills of early childhood students in class B1 at TK Negeri Pembina. The background of this study stems from the importance of early affective development, particularly communication skills, which form the foundation of children's social-emotional and cognitive development. The research method used a quantitative approach with seven children (3 boys and 4 girls) as subjects through checklist instrument observation, which was then analyzed descriptively and quantitatively. The results showed that most children (90%) had excellent communication skills, particularly in listening, storytelling, remembering, and self-expression. However, 10% of children still experienced difficulties in understanding and speaking, such as difficulty processing information, conveying ideas clearly, and asking for help when needed. These findings emphasize that children's communication skills need to be continuously developed through creative and interactive learning strategies, such as role-playing, storytelling, and providing a rich language environment. The role of teachers and parents is an important factor in facilitating children's communication development by creating positive interactions, setting a good example in language use, and creating a conducive learning atmosphere. Thus, the development of communication skills from an early age contributes greatly to children's affective, social, and academic development in a sustainable manner.

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